CFP: Advances in Mathematics Education: Curriculum, Teaching, Learning, and Assessment in a Changing World
Mathematics Education Researchers (MER) community
Mathematics education is a dynamic field that involves cognitive science, pedagogy, curriculum theory, educational psychology, and technology. As societies face accelerating transformations driven by digitalisation, artificial intelligence, and shifting labour market demands, the questions of how mathematics is taught, learned, assessed, and experienced is consequential. In this sense, persistent challenges remain: low achievement and high dropout rates in mathematics across many educational systems, deep inequities in access to quality mathematics instruction, the uneven integration of technology into classroom practice, and insufficient preparation of mathematics teachers, all of which are compounded by the emotional and motivational barriers that many students encounter when engaging with the subject.
The international research community has responded to these challenges with a rich and growing body of work spanning curriculum design, instructional innovation, teacher professional development, digital learning environments, assessment practices, and the affective and motivational dimensions of mathematics learning. Yet this knowledge remains scattered across journals, disciplines, and geographic regions, and there is a persistent need for curated collections that bring together high-quality contributions from diverse strands of the field and make them accessible to a broad audience of researchers, educators, and policymakers.
This Collection aims to bring together original empirical research, theoretical contributions, systematic reviews, and meta-analyses that advance our understanding of mathematics education in its full breadth. Specifically, the collection seeks to:
- Showcase and synthesise innovative research on curriculum design and instructional approaches in mathematics education across educational levels.
- Advance knowledge on the integration of technology and digital tools – including AI-assisted and adaptive learning systems – in mathematics teaching and learning.
- Contribute to the evidence base on effective mathematics teacher education and professional development, including teacher beliefs, mathematical knowledge for teaching, and reflective practice.
- Deepen understanding of mathematical reasoning and problem solving, encompassing proof, argumentation, modelling, and the development of mathematical thinking.
- Promote rigorous research on assessment in mathematics education, from formative classroom practices to the design and interpretation of large-scale international assessments.
- Highlight the affective and motivational dimensions of mathematics education – including mathematics anxiety, self-efficacy, achievement emotions, motivational beliefs, and mathematical identity – as integral components of a comprehensive understanding of mathematics learning and teaching.
The Collection is organised around six thematic strands, each reflecting a major area of current scholarly activity.
- Strand 1 – Curriculum Design and Instructional Approaches: task design, lesson study, inquiry-based and problem-based learning, curriculum frameworks, instructional sequences, and the relationship between curriculum policy and classroom practice across educational levels.
- Strand 2 – Technology and Digital Environments: dynamic geometry and algebra software, computer algebra systems, AI-assisted tutoring, adaptive learning platforms, gamification, and the pedagogical implications of teaching and learning mathematics in hybrid and fully digital contexts, including the post-pandemic landscape.
- Strand 3 – Teacher Education and Professional Development: pre-service and in-service teacher preparation, mathematical knowledge for teaching, teacher beliefs and professional identity, lesson observation and coaching, collaborative professional learning, and the development of reflective practice in mathematics teachers.
- Strand 4 – Mathematical Reasoning and Problem Solving: proof and argumentation, mathematical modelling, metacognition and self-regulation in problem solving, the development of algebraic and geometric thinking, and the role of representations and discourse in supporting mathematical reasoning across age groups.
- Strand 5 – Assessment and Measurement: formative and summative assessment practices, diagnostic tools, feedback and its effects on learning, the design and validation of instruments in mathematics education research, and the interpretation and implications of large-scale international assessments such as PISA and TIMSS.
- Strand 6 – Affective and Motivational Dimensions: mathematics anxiety, self-efficacy, achievement emotions, motivational beliefs, mathematical identity, and the interplay between affect and cognition in mathematics learning and teaching. Contributions explicitly connecting affective and motivational factors to any of the five strands above are especially encouraged.
This Collection supports and amplifies research related to SDG 3, SDG 4 and SDG 10
Keywords: Mathematics education; Curriculum design and instructional approaches; Technology and AI in mathematics learning; Teacher education and professional development; Mathematical reasoning and problem solving; Assessment in mathematics education; Mathematics anxiety and self-efficacy; Motivation and achievement emotions; Equity and inclusion in mathematics; Cognitive and affective factors in mathematics learning
More: https://link.springer.com/collections/hhcadgciad?utm_medium=internal_display&utm_source=snlink&utm_content=a01Jz00001CCSSXIA5&utm_campaign=CONR_DISCV_AWA1_GL_PJNL_04NVK_auto-nativ