Call for papers: thematic issue 2024

2024-02-20

Advancing Research and Practice in Integrating Computational Thinking in Mathematics Education

 

Editors:

Oi-Lam Ng, The Chinese University of Hong Kong, oilamn@cuhk.edu.hk 

José Antonio Gonzalez-Calero, Universidad de Castilla - La Mancha, jose.gonzalezcalero@uclm.es 

Hélia Jacinto, University of Lisbon, hjacinto@ie.ulisboa.pt 

 

Quadrante is a scientific journal that publishes research articles in the field of mathematics education. It is our pleasure to announce that in 2024, this research journal in mathematics education, published in Portugal, will dedicate a special issue to the theme of Advancing Research and Practice in Integrating Computational Thinking in Mathematics Education (issue 2 of volume 33).

Currently, there is a broad consensus that computational thinking (CT) constitutes an essential skill that must be developed in students from an early age. The relevance of CT stems from its capacity to equip students with attitudes and skills for navigating an increasingly digitized world, where problem-solving processes, algorithmic literacy, and data fluency are of utmost importance. As such, educational curricula worldwide, including in Portugal, have begun to embrace CT as a fundamental component, recognizing its transformative potential in cultivating not only computational skills but also fostering a deeper understanding of mathematical concepts and processes. The integration of CT into mathematics curricula represents a pivotal intersection where computational and mathematical practices converge. This integration contributes to enriching mathematical knowledge, advancing CT-based mathematics learning, and developing CT competencies through the interplay between computer science and mathematics.. Despite the research advancements made in the last decade regarding CT in mathematics education, with evidence supporting the educational benefits of this relationship, there still exists a significant need for further research in this field.

In light of this, the present Call for Papers is dedicated to thoroughly investigating the diverse dimensions of integrating CT within the context of mathematics education. It will delve into its theoretical underpinnings, pedagogical implications, and practical applications, while also exploring its symbiotic connection with mathematical reasoning and problem-solving approaches. Through robust inquiry and scholarly discussion, this Call for Papers aims to elucidate the growing importance of CT as a fundamental component of modern mathematics education, encouraging educators and researchers to engage in constructive dialogue and collaborative initiatives aimed at nurturing the next generation of mathematically and computationally proficient learners. The Call for Papers seeks submissions that explore various intriguing avenues at the intersection of CT and mathematics across all educational stages. While they are of interest for this call any study exploring the relationship between CT and mathematics education, specifically, we welcome research on:

  • Theoretical and empirical studies exploring how CT can effectively foster mathematical thinking and learning, and vice versa.
  • Systematic reviews analyzing the relationship or interaction between CT and mathematical thinking and learning.
  • Design-based interventions or case studies making explicit links between the teaching and learning of specific mathematical ideas and CT.
  • Interdisciplinary or multidisciplinary studies aiming to develop or support curricular practice and student learning in CT and mathematics.
  • Investigations explicitly communicating the advantages of programming tools as support for mathematics learning content.
  • Studies addressing a more coherent integration of CT in mathematics education, including research on the integration of unplugged tools and activities for children in K-6 education.
  • Relevant work on maximizing the effective role of CT in students' mathematical learning, and vice versa, focusing on qualitative nuances in student learning processes, or identifying and comparing essential characteristics of tasks and instructional approaches generating discrepant learning outcomes.
  • Research addressing the specific attributes of CT and mathematical thinking to enhance the integration of CT into mathematics teaching and learning effectively, including the potentially transformative changes in curriculum and instruction of taking a CT perspective for mathematics education.
  • The role of teacher professional development in facilitating CT integration in mathematics education.

 

Manuscript submission information:

The call for papers invites original theoretical or empirical contributions that align with the theme of the thematic issue. Submissions are accepted in Portuguese, Spanish, English, or French, and must not exceed 8000 words, adhering to the publication norms of Quadrante, available at https://quadrante.apm.pt/index.php/quadrante/about/submissions. 

Each manuscript will undergo a double-blind peer-review process. 

Submissions for the thematic issue are currently open.

 

Submission deadline: May 31, 2024