Call for papers: thematic issue 2025

2025-04-07

Research Trends on Teaching and Learning Mathematics within STE(A)M Education

 

Editors:

Teresa Blanco, University of Santiago de Compostela, Spain

Andrea Capozucca, University of Camerino and Istituto d'Istruzione Superiore Leonardo da Vinci of Civitanova Marche, Italy

Berta Barquero, University of Barcelona, Spain

 

Quadrante is a scientific journal that publishes research articles in the field of mathematics education. It is our pleasure to announce that, in 2025, this research journal in Mathematics Education, published in Portugal, will dedicate a Special Issue to the theme “Research Trends on Teaching and Learning Mathematics within STE(A)M Education” (issue 2 of volume 34). This issue aims to explore the dynamic interplay between mathematics education and STE(A)M (Science, Technology, Engineering, Arts, and Mathematics) education, focusing on research findings and trends that contribute to advancing teaching and learning in these interconnected fields. 

In recent years, the integration of STE(A)M education has gained prominence as an essential approach to preparing students for the demands of a rapidly evolving, technology-driven world. Mathematics serves as a foundational pillar within STE(A)M disciplines, playing a critical role in fostering problem-solving skills, analytical thinking, and interdisciplinary connections. This special issue seeks to address questions, such as:

  • How can mathematics education be effectively integrated into STE(A)M teaching and learning?
  • What innovative approaches or technologies can enhance mathematics instruction within STE(A)M contexts?
  • How can interdisciplinary STE(A)M projects improve students’ understanding of mathematical concepts?
  • How can engineering design projects contextualize and reinforce mathematical teaching and learning?
  • What challenges and opportunities arise when implementing STE(A)M-focused tasks in mathematics classrooms?
  • How can mathematical modelling and problem-solving competencies be fostered within STE(A)M education?
  • What role do affective factors play when integrating STE(A)M education in the teaching and learning of mathematics?

This thematic issue is dedicated to thoroughly investigating the diverse dimensions of mathematics education from an integrated STE(A)M Education perspective. Theoretical underpinnings and research findings will be the focus of this thematic issue, considering the symbiotic connection of STE(A)M education with mathematical modelling, interdisciplinary projects, problem-solving, and technology-based approaches to authentic real-world problems and engineering design. 

Potential topics include but are not limited to:

  • Innovative pedagogical approaches for integrating mathematics into STE(A)M education.
  • Case studies or best practices from schools or educational systems integrating STE(A)M and mathematics teaching and learning.
  • Outcomes from interdisciplinary projects or curricula that connect mathematics with STE(A)M education.
  • The role of technology (e.g., AI, robotics, simulations, programming) in teaching mathematics within STE(A)M contexts.
  • The impact of interdisciplinary problem-solving on students’ mathematical understanding and STE(A)M skills.
  • Mathematical modelling approaches in STE(A)M education and their impact on student learning, in developing critical thinking and analytical skills.
  • Teacher education for implementing STE(A)M-focused mathematics education.
  • Assessment strategies for evaluating mathematical learning in STE(A)M activities.
  • Equity, diversity, and inclusion in STE(A)M-oriented mathematics teaching.
  • Affective factors in mathematics learning within STE(A)M education, including motivation, interest, and attitudes.
  • Strategies for enhancing student engagement and persistence in mathematical problem-solving within STE(A)M contexts.

 

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 8,000 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. 

Submission deadline: July 1, 2025.