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Jul 17, 2025, 6:02:36 PMJul 17
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Special Issue Call for Papers: Gender, Psychology, and Mathematics Education (Issue 5 in 2027)
Guest editors
Guest editors
Helen Forgasz, Monash University, Australia
Joanne Rossi Becker, San José State University, USA
The American Psychological Association (APA) has defined psychology as “the study of the mind and behaviour”, and psychological research as involving “observation, experimentation, testing, and analysis to explore the biological, cognitive, emotional, personal, and social processes or stimuli underlying human… behaviour” (https://dictionary.apa.org/psychology). According to Kilpatrick (1992), the fields of mathematics and of psychology were the “roots of research in mathematics education” (p. 5).
The interactions of psychology and mathematics are longstanding. As academic fields, psychology has a longer history than mathematics education. In earlier times, psychologists (and educational psychologists) conducted research using mathematics learning as the context. Later, mathematics education researchers drew on knowledge from the field of psychology to frame their studies of mathematics teaching and learning.
In the field of mathematics education, Leder (1992) distinguished between sex differences and gender differences as follows: “’sex difference’ is increasingly being used to refer to biological distinctions between males and females; ‘gender difference’ to nonbiological characteristics, psychological features or social categories” (p. 600). In more recent times, gender identity has been extended beyond the binary of women/girl and man/boy to embrace the category ‘gender diverse’, that is, those individuals who self-identify as not belonging to either of the traditional binary categories. It is recognised that research beyond the traditional gender binary cannot be conducted in some contexts, and Forgasz (2021) has outlined some of the challenges confronting researchers with respect to the inclusion of gender diverse students in the conduct of their research.
In this special issue of ZDM, manuscripts are sought in which the interactions of gender, psychology, and mathematics education are the focus.
Timeline
More: https://link.springer.com/journal/11858/updates/27792928
Joanne Rossi Becker, San José State University, USA
The American Psychological Association (APA) has defined psychology as “the study of the mind and behaviour”, and psychological research as involving “observation, experimentation, testing, and analysis to explore the biological, cognitive, emotional, personal, and social processes or stimuli underlying human… behaviour” (https://dictionary.apa.org/psychology). According to Kilpatrick (1992), the fields of mathematics and of psychology were the “roots of research in mathematics education” (p. 5).
The interactions of psychology and mathematics are longstanding. As academic fields, psychology has a longer history than mathematics education. In earlier times, psychologists (and educational psychologists) conducted research using mathematics learning as the context. Later, mathematics education researchers drew on knowledge from the field of psychology to frame their studies of mathematics teaching and learning.
In the field of mathematics education, Leder (1992) distinguished between sex differences and gender differences as follows: “’sex difference’ is increasingly being used to refer to biological distinctions between males and females; ‘gender difference’ to nonbiological characteristics, psychological features or social categories” (p. 600). In more recent times, gender identity has been extended beyond the binary of women/girl and man/boy to embrace the category ‘gender diverse’, that is, those individuals who self-identify as not belonging to either of the traditional binary categories. It is recognised that research beyond the traditional gender binary cannot be conducted in some contexts, and Forgasz (2021) has outlined some of the challenges confronting researchers with respect to the inclusion of gender diverse students in the conduct of their research.
In this special issue of ZDM, manuscripts are sought in which the interactions of gender, psychology, and mathematics education are the focus.
Timeline
- Open Call advertised on the ZDM homepage and elsewhere -- July 31, 2025
- Deadline for submission of abstracts -- September 30, 2025
- Decisions on abstracts and information to authors -- October 31, 2025
- Submission of manuscripts to Editorial Manager -- June 1- June 30, 2026
- Online publication date -- Issue 5 of 2027
More: https://link.springer.com/journal/11858/updates/27792928
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