'Mathematics education' should be interpreted to mean the whole field of human ideas and activities that affect, or could affect,the learning of mathematics. It draws upon a number of more established cognate disciplines, including psychology, mathematics,sociology, linguistics and philosophy, each of which has its own phenomena of interest and parallel structures, modes of enquiry, conceptual tools and methodological norms, structures of knowledge and means of validation. Articles about mathematics or about psychology, for example, are welcomed provided their content bears on the learning of mathematics. This might be achieved directly, or indirectly through offering a significant perspective to teachers of mathematics. The journal has space for articles which attempt to bring together ideas from several sources and show their relation to the theories or practices of mathematics education. It is a place where ideas may be tried out and presented for discussion.
Writing arising from particular research projects may be submitted, but the editor also solicits articles which survey an area of research or which attempt to interpret or evaluate some published research. Reports of informal research, especially from the classroom, are as welcome as reports which meet the usual professional criteria.
Further information for contributors can be found at: www.flm-journal.org/index.php?do=suggestions_to_writers&lang=en
Editorial Contact Information
Richard Barwell, Editor: editor@flm-journal.org
