The Journal of Mathematical Behavior solicits original research on the learning and teaching of mathematics.
We are interested especially in basic research, research that aims to clarify, in detail and depth, how mathematical ideas develop
in learners. As our founding editor, Robert B. Davis, wrote ... click here for full Aims & Scope
The Journal of Mathematical Behavior solicits original research on the learning and teaching of mathematics.
We are interested especially in basic research, research that aims to clarify, in detail and depth, how mathematical ideas develop
in learners. As our founding editor, Robert B. Davis, wrote in 1980:
Scientific study is supposed to be a no-holds-barred attempt
to identify key phenomena, and by building conceptual structures and collecting data, to explain and understand these phenomena.1
Over three decades, our experience confirms a founding premise of this journal: that mathematical thinking, hence mathematics learning
as a social enterprise, is special. It is special because mathematics is special, both logically and psychologically. Logically,
through the way that mathematical ideas and methods have been built, refined and organized for centuries across a range of cultures;
and psychologically, through the variety of ways people today, in many walks of life, make sense of mathematics, develop it,
make it their own. Historically, this journal has sought and welcomed papers that develop detailed, fundamental understanding of how
people, in realistic settings, build, retain, communicate, apply and understand important mathematical ideas.
Our intended audience
includes researchers who concentrate on the learning of mathematics and science, psychologists, mathematicians, cognitive scientists,
teachers, teacher educators, curriculum developers, parents, administrators, and policy makers.
On this basis, we especially encourage
basic studies that might indicate a range of possibilities not commonly recognized. Such studies might clarify potential obstacles to
student understanding of mathematics; describe and analyze relevant efforts to improve curriculum or pedagogy in mathematics, at any
level, from early childhood through adulthood; offer analyses of appropriate goals for mathematics curricula for diverse student populations;
and critically discuss what might be changed in curricula or in learning experiences.
In addition to more formal studies, the editors
welcome dialogue, discussion, and debate. We encourage authors to submit short papers that continue, extend, modify, or challenge work
that has appeared in JMB.
Our hope is to facilitate important progress. In Davis' words:
Manuscripts are accepted
primarily because they report something important, and because they will prove valuable to many readers.2
1 Journal of Mathematical Behavior, Vol. 3, No. 1, p. 211
2 Ibid., p. vi.
Hide Aims & Scope
Home | Elsevier Sites | Privacy Policy | Terms and Conditions | Feedback | Site Map | A Reed Elsevier Company