Subjects -> MATHEMATICS (Total: 1118 journals)
    - APPLIED MATHEMATICS (92 journals)
    - GEOMETRY AND TOPOLOGY (23 journals)
    - MATHEMATICS (819 journals)
    - MATHEMATICS (GENERAL) (45 journals)
    - NUMERICAL ANALYSIS (26 journals)
    - PROBABILITIES AND MATH STATISTICS (113 journals)

MATHEMATICS (819 journals)                  1 2 3 4 5 | Last

Showing 1 - 200 of 538 Journals sorted alphabetically
Abakós     Open Access   (Followers: 5)
Abhandlungen aus dem Mathematischen Seminar der Universitat Hamburg     Hybrid Journal   (Followers: 3)
Accounting Perspectives     Full-text available via subscription   (Followers: 9)
ACM Transactions on Algorithms (TALG)     Hybrid Journal   (Followers: 17)
ACM Transactions on Computational Logic (TOCL)     Hybrid Journal   (Followers: 5)
ACM Transactions on Mathematical Software (TOMS)     Hybrid Journal   (Followers: 9)
ACS Applied Materials & Interfaces     Hybrid Journal   (Followers: 44)
Acta Applicandae Mathematicae     Hybrid Journal   (Followers: 2)
Acta Mathematica     Hybrid Journal   (Followers: 11)
Acta Mathematica Hungarica     Hybrid Journal   (Followers: 2)
Acta Mathematica Scientia     Full-text available via subscription   (Followers: 5)
Acta Mathematica Sinica, English Series     Hybrid Journal   (Followers: 6)
Acta Mathematica Vietnamica     Hybrid Journal  
Acta Mathematicae Applicatae Sinica, English Series     Hybrid Journal  
Advanced Science Letters     Full-text available via subscription   (Followers: 13)
Advances in Applied Clifford Algebras     Hybrid Journal   (Followers: 6)
Advances in Catalysis     Full-text available via subscription   (Followers: 8)
Advances in Complex Systems     Hybrid Journal   (Followers: 12)
Advances in Computational Mathematics     Hybrid Journal   (Followers: 23)
Advances in Decision Sciences     Open Access   (Followers: 4)
Advances in Difference Equations     Open Access   (Followers: 5)
Advances in Fixed Point Theory     Open Access   (Followers: 9)
Advances in Geosciences (ADGEO)     Open Access   (Followers: 22)
Advances in Linear Algebra & Matrix Theory     Open Access   (Followers: 10)
Advances in Materials Science     Open Access   (Followers: 22)
Advances in Mathematical Physics     Open Access   (Followers: 10)
Advances in Mathematics     Full-text available via subscription   (Followers: 22)
Advances in Numerical Analysis     Open Access   (Followers: 8)
Advances in Operations Research     Open Access   (Followers: 14)
Advances in Operator Theory     Hybrid Journal   (Followers: 4)
Advances in Porous Media     Full-text available via subscription   (Followers: 6)
Advances in Pure Mathematics     Open Access   (Followers: 11)
Advances in Science and Research (ASR)     Open Access   (Followers: 8)
Aequationes Mathematicae     Hybrid Journal   (Followers: 2)
African Journal of Educational Studies in Mathematics and Sciences     Full-text available via subscription   (Followers: 12)
African Journal of Mathematics and Computer Science Research     Open Access   (Followers: 7)
Afrika Matematika     Hybrid Journal   (Followers: 3)
Air, Soil & Water Research     Open Access   (Followers: 13)
AKSIOMA Journal of Mathematics Education     Open Access   (Followers: 4)
AKSIOMATIK : Jurnal Penelitian Pendidikan dan Pembelajaran Matematika     Open Access   (Followers: 1)
Al-Jabar : Jurnal Pendidikan Matematika     Open Access   (Followers: 1)
Al-Qadisiyah Journal for Computer Science and Mathematics     Open Access   (Followers: 1)
AL-Rafidain Journal of Computer Sciences and Mathematics     Open Access   (Followers: 6)
Algebra and Logic     Hybrid Journal   (Followers: 8)
Algebra Colloquium     Hybrid Journal   (Followers: 4)
Algebra Universalis     Hybrid Journal   (Followers: 2)
Algorithmic Operations Research     Open Access   (Followers: 5)
Algorithms     Open Access   (Followers: 14)
Algorithms Research     Open Access   (Followers: 2)
American Journal of Computational and Applied Mathematics     Open Access   (Followers: 10)
American Journal of Mathematical Analysis     Open Access   (Followers: 2)
American Journal of Mathematical and Management Sciences     Hybrid Journal   (Followers: 1)
American Journal of Mathematics     Full-text available via subscription   (Followers: 9)
American Journal of Operations Research     Open Access   (Followers: 8)
American Mathematical Monthly     Full-text available via subscription   (Followers: 7)
An International Journal of Optimization and Control: Theories & Applications     Open Access   (Followers: 13)
Analele Universitatii Ovidius Constanta - Seria Matematica     Open Access  
Analysis and Applications     Hybrid Journal   (Followers: 2)
Analysis and Mathematical Physics     Hybrid Journal   (Followers: 10)
Analysis Mathematica     Full-text available via subscription  
Anargya : Jurnal Ilmiah Pendidikan Matematika     Open Access   (Followers: 8)
Annales Mathematicae Silesianae     Open Access   (Followers: 2)
Annales mathématiques du Québec     Hybrid Journal   (Followers: 4)
Annales Universitatis Mariae Curie-Sklodowska, sectio A – Mathematica     Open Access   (Followers: 1)
Annales Universitatis Paedagogicae Cracoviensis. Studia Mathematica     Open Access  
Annali di Matematica Pura ed Applicata     Hybrid Journal   (Followers: 1)
Annals of Combinatorics     Hybrid Journal   (Followers: 3)
Annals of Data Science     Hybrid Journal   (Followers: 17)
Annals of Discrete Mathematics     Full-text available via subscription   (Followers: 8)
Annals of Functional Analysis     Hybrid Journal   (Followers: 4)
Annals of Mathematics     Full-text available via subscription   (Followers: 4)
Annals of Mathematics and Artificial Intelligence     Hybrid Journal   (Followers: 16)
Annals of PDE     Hybrid Journal  
Annals of Pure and Applied Logic     Open Access   (Followers: 6)
Annals of the Alexandru Ioan Cuza University - Mathematics     Open Access  
Annals of the Institute of Statistical Mathematics     Hybrid Journal   (Followers: 1)
Annals of West University of Timisoara - Mathematics     Open Access   (Followers: 1)
Annals of West University of Timisoara - Mathematics and Computer Science     Open Access   (Followers: 2)
Annuaire du Collège de France     Open Access   (Followers: 6)
ANZIAM Journal     Open Access   (Followers: 2)
Applicable Algebra in Engineering, Communication and Computing     Hybrid Journal   (Followers: 3)
Applications of Mathematics     Hybrid Journal   (Followers: 3)
Applied Categorical Structures     Hybrid Journal   (Followers: 4)
Applied Computational Intelligence and Soft Computing     Open Access   (Followers: 16)
Applied Mathematics     Open Access   (Followers: 10)
Applied Mathematics     Open Access   (Followers: 6)
Applied Mathematics & Optimization     Hybrid Journal   (Followers: 13)
Applied Mathematics - A Journal of Chinese Universities     Hybrid Journal   (Followers: 2)
Applied Mathematics and Nonlinear Sciences     Open Access   (Followers: 1)
Applied Mathematics Letters     Full-text available via subscription   (Followers: 3)
Applied Mathematics Research eXpress     Hybrid Journal   (Followers: 2)
Applied Network Science     Open Access   (Followers: 3)
Applied Numerical Mathematics     Hybrid Journal   (Followers: 6)
Applied Spatial Analysis and Policy     Hybrid Journal   (Followers: 6)
Arab Journal of Mathematical Sciences     Open Access   (Followers: 4)
Arabian Journal of Mathematics     Open Access   (Followers: 2)
Archive for Mathematical Logic     Hybrid Journal   (Followers: 4)
Archive of Applied Mechanics     Hybrid Journal   (Followers: 6)
Archive of Numerical Software     Open Access  
Archives of Computational Methods in Engineering     Hybrid Journal   (Followers: 6)
Arkiv för Matematik     Hybrid Journal   (Followers: 1)
Armenian Journal of Mathematics     Open Access   (Followers: 1)
Arnold Mathematical Journal     Hybrid Journal   (Followers: 1)
Artificial Satellites     Open Access   (Followers: 24)
Asia-Pacific Journal of Operational Research     Hybrid Journal   (Followers: 3)
Asian Journal of Algebra     Open Access   (Followers: 1)
Asian Research Journal of Mathematics     Open Access  
Asian-European Journal of Mathematics     Hybrid Journal   (Followers: 4)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 7)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 7)
Australian Senior Mathematics Journal     Full-text available via subscription   (Followers: 2)
Automatic Documentation and Mathematical Linguistics     Hybrid Journal   (Followers: 5)
Axioms     Open Access   (Followers: 1)
Baltic International Yearbook of Cognition, Logic and Communication     Open Access   (Followers: 2)
Banach Journal of Mathematical Analysis     Hybrid Journal   (Followers: 1)
Basin Research     Hybrid Journal   (Followers: 6)
BIBECHANA     Open Access   (Followers: 2)
Biomath     Open Access  
BIT Numerical Mathematics     Hybrid Journal   (Followers: 1)
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim de Educação Matemática     Open Access  
Boletín de la Sociedad Matemática Mexicana     Hybrid Journal  
Bollettino dell'Unione Matematica Italiana     Full-text available via subscription   (Followers: 3)
British Journal for the History of Mathematics     Hybrid Journal  
British Journal of Mathematical and Statistical Psychology     Full-text available via subscription   (Followers: 20)
Bruno Pini Mathematical Analysis Seminar     Open Access  
Buletinul Academiei de Stiinte a Republicii Moldova. Matematica     Open Access   (Followers: 15)
Bulletin des Sciences Mathamatiques     Full-text available via subscription   (Followers: 4)
Bulletin of Dnipropetrovsk University. Series : Communications in Mathematical Modeling and Differential Equations Theory     Open Access   (Followers: 3)
Bulletin of Mathematical Sciences     Open Access   (Followers: 1)
Bulletin of Symbolic Logic     Full-text available via subscription   (Followers: 3)
Bulletin of Taras Shevchenko National University of Kyiv. Series: Physics and Mathematics     Open Access  
Bulletin of the Australian Mathematical Society     Full-text available via subscription   (Followers: 2)
Bulletin of the Brazilian Mathematical Society, New Series     Hybrid Journal  
Bulletin of the Iranian Mathematical Society     Hybrid Journal  
Bulletin of the London Mathematical Society     Hybrid Journal   (Followers: 3)
Bulletin of the Malaysian Mathematical Sciences Society     Hybrid Journal  
Cadernos do IME : Série Matemática     Open Access   (Followers: 2)
Calculus of Variations and Partial Differential Equations     Hybrid Journal  
Canadian Journal of Mathematics / Journal canadien de mathématiques     Hybrid Journal  
Canadian Journal of Science, Mathematics and Technology Education     Hybrid Journal   (Followers: 23)
Canadian Mathematical Bulletin     Hybrid Journal  
Carpathian Mathematical Publications     Open Access   (Followers: 1)
Catalysis in Industry     Hybrid Journal   (Followers: 1)
CEAS Space Journal     Hybrid Journal   (Followers: 6)
CHANCE     Hybrid Journal   (Followers: 5)
Chaos, Solitons & Fractals     Hybrid Journal   (Followers: 3)
Chaos, Solitons & Fractals : X     Open Access   (Followers: 1)
ChemSusChem     Hybrid Journal   (Followers: 8)
Chinese Annals of Mathematics, Series B     Hybrid Journal  
Chinese Journal of Catalysis     Full-text available via subscription   (Followers: 3)
Chinese Journal of Mathematics     Open Access  
Ciencia     Open Access   (Followers: 1)
CODEE Journal     Open Access   (Followers: 2)
Cogent Mathematics     Open Access   (Followers: 2)
Cognitive Computation     Hybrid Journal   (Followers: 3)
Collectanea Mathematica     Hybrid Journal  
College Mathematics Journal     Hybrid Journal   (Followers: 4)
COMBINATORICA     Hybrid Journal  
Combinatorics, Probability and Computing     Hybrid Journal   (Followers: 4)
Combustion Theory and Modelling     Hybrid Journal   (Followers: 17)
Commentarii Mathematici Helvetici     Hybrid Journal  
Communications in Advanced Mathematical Sciences     Open Access  
Communications in Combinatorics and Optimization     Open Access  
Communications in Contemporary Mathematics     Hybrid Journal  
Communications in Mathematical Physics     Hybrid Journal   (Followers: 4)
Communications On Pure & Applied Mathematics     Hybrid Journal   (Followers: 5)
Complex Analysis and its Synergies     Open Access   (Followers: 3)
Complex Variables and Elliptic Equations: An International Journal     Hybrid Journal  
Composite Materials Series     Full-text available via subscription   (Followers: 11)
Compositio Mathematica     Full-text available via subscription  
Comptes Rendus : Mathematique     Open Access  
Computational and Applied Mathematics     Hybrid Journal   (Followers: 4)
Computational and Mathematical Methods     Hybrid Journal  
Computational and Mathematical Methods in Medicine     Open Access   (Followers: 3)
Computational and Mathematical Organization Theory     Hybrid Journal   (Followers: 1)
Computational Complexity     Hybrid Journal   (Followers: 4)
Computational Mathematics and Modeling     Hybrid Journal   (Followers: 9)
Computational Mechanics     Hybrid Journal   (Followers: 10)
Computational Methods and Function Theory     Hybrid Journal  
Computational Optimization and Applications     Hybrid Journal   (Followers: 11)
Computers & Mathematics with Applications     Full-text available via subscription   (Followers: 11)
Confluentes Mathematici     Hybrid Journal  
Constructive Mathematical Analysis     Open Access   (Followers: 1)
Contributions to Discrete Mathematics     Open Access   (Followers: 1)
Contributions to Game Theory and Management     Open Access  
COSMOS     Hybrid Journal   (Followers: 1)
Cryptography and Communications     Hybrid Journal   (Followers: 14)
Cuadernos de Investigación y Formación en Educación Matemática     Open Access  
Cubo. A Mathematical Journal     Open Access  
Current Research in Biostatistics     Open Access   (Followers: 8)
Czechoslovak Mathematical Journal     Hybrid Journal   (Followers: 1)
Daya Matematis : Jurnal Inovasi Pendidikan Matematika     Open Access   (Followers: 1)
Demographic Research     Open Access   (Followers: 16)
Design Journal : An International Journal for All Aspects of Design     Hybrid Journal   (Followers: 35)
Desimal : Jurnal Matematika     Open Access   (Followers: 3)
Developments in Clay Science     Full-text available via subscription   (Followers: 1)
Developments in Mineral Processing     Full-text available via subscription   (Followers: 3)
Dhaka University Journal of Science     Open Access  
Differential Equations and Dynamical Systems     Hybrid Journal   (Followers: 4)

        1 2 3 4 5 | Last

Similar Journals
Journal Cover
Canadian Journal of Science, Mathematics and Technology Education
Journal Prestige (SJR): 0.346
Number of Followers: 23  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1492-6156 - ISSN (Online) 1942-4051
Published by Springer-Verlag Homepage  [2658 journals]
  • A New Start: Two Metres at a Time

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      PubDate: 2021-10-16
       
  • An Analysis of Selected South African Grade 12 Physical Sciences Textbooks
           for the Inclusion of the NGSS Science Practices

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      Abstract: Textbooks remain an important resource in the hands of science teachers in ensuring that curricular aims and educational reforms are realised in school science. In a publication of the National Research Council (NRC) entitled “A Framework for K-12 Science Education,” emphasis is placed on students experiencing inquiry-based practices and not merely learning about them. These “practices” of science describe the behaviour in which real-life scientists engage while they investigate and construct model and theories about the natural and human world. The research reported in this article explored the extent to which these science practices are represented in South African Grade 12 Physical Sciences textbooks using qualitative content analysis. The analysis applied an adapted validated conceptual framework of the eight science practices that have been identified by the National Research Council. A Science Practice Continuum Rubric (SPCR) was developed for the coding of the textbooks. The analysis revealed that the science practices reflected in the textbooks were predominantly teacher-directed with only limited opportunity for student-engagement in the science practices. The findings of this analysis suggest that textbooks should be modified to sufficiently reflect practices at a higher level of student autonomy in order to improve the 21st-century learners’ scientific literacy in South African high school science.
      PubDate: 2021-10-01
       
  • Elementary Students’ Epistemic Understandings in Their Classroom
           Scientific Argumentation

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      Abstract: It has been suggested that students’ epistemic understandings influence their practice of argumentation. However, how that influence takes place is not yet fully explained. To contribute to the answer to this question, this study explored elementary students’ epistemic understandings in their scientific argumentation. A 4-month qualitative case study with descriptive and interpretive emphases was conducted in a grade 5/6 science classroom in Canada. Nineteen students and their teacher participated in this study. Multiple methods for data collection were employed, including observation, interviews, and collecting students’ works. It was found that these students were aware of their epistemic understandings. Qualitative data analysis also revealed that students’ epistemic understandings can, yet do not always, influence their performance in argumentation by affecting the ways they think and do while engaged in argumentative dialogues. Moreover, it was found that elementary students were capable of refining their epistemic understandings through social interactions with peers and adapting their epistemic understandings in new contexts. Based on the findings, instructional suggestions are discussed to support the development of students’ epistemic understandings and argumentation skills.
      PubDate: 2021-09-29
       
  • Newsround

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      PubDate: 2021-09-27
       
  • Caractérisation du discours mathématique pour l’enseignement associé
           au raisonnement mathématique d’enseignantes du primaire au Québec: une
           exploration

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      Abstract: Mathematical reasoning has an important place in many primary and secondary curricula around the world. In the particular case of Quebec, it is a competency that has had a prescribed assessment framework for nearly 20 years. However, little is known about teachers’ understanding of mathematical reasoning or the practices they use to foster its development in the classroom—both in Quebec and elsewhere. In this article, we analyze the discourse of teachers in order to examine how they conceptualize mathematical reasoning and what practices they believe are critical for its development. The Mathematical Discourse for Teaching framework (Cooper 2015) helps to characterize these practices. Results from our study pinpoint key words, shared and hoped-for routines, narratives that are generally endorsed by the community as well as commognitive conflicts. Specifically, mathematical reasoning is associated either with a competency to be assessed or, more broadly, with a process of understanding. These two manners of conceptualizing mathematical reasoning lead to different routines, but also to a tension between the desire to help students make sense of mathematics and the requirement to test competency based on a specific rubric. These findings appear to be linked to the fact that the Mathematical Discourse for Teaching (MDT) of primary teachers is based on multiple discourses that do not necessarily share the same founding principles or metadiscursive rules, which leads to inherent commognitive conflicts for teachers in this community.
      PubDate: 2021-09-21
       
  • Tensions and Hopes for Embedding Peace and Sustainability in Science
           Education: Stories from Science Textbook Authors

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      Abstract: In this paper, we explore how science textbook authors reconciled their personal hopes with disciplinary and societal demands in their writing. Using a qualitative narrative storytelling research method, we interviewed four Canadian science textbook authors about their hopes and the challenges they encountered in their writing. To understand their hopes, we distinguished between transcendent and immanent hopes, a distinction that was motivated by our initial interpretation of the interviews. All the authors described difficulties in addressing social issues in their science textbook writing in the processes of authorization and resistance from science teachers, which located their hope in the transcendent domain. Yet, their immanent hopes with the agency also emerged in the discussion of teachers’ actions to develop and use alternative texts that engage with local socio-environmental issues, rather than on textbook content innovations. This suggests the need to support developing and experienced teachers as professionals in their decision-making about pedagogy and to equip them to critically examine available resources and write and share quality resources.
      PubDate: 2021-07-28
       
  • La Revue explore de nouveaux domaines

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      PubDate: 2021-06-01
       
  • Exploring New Fields for the Journal

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      PubDate: 2021-06-01
       
  • Old Frameworks—New Technologies

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      Abstract: Taking as its point of departure, situations arising in classrooms exposed to a heavy use of CAS, exemplified by the Danish upper secondary school mathematics program, the paper discusses the use of “old” cognitive frameworks of mathematics education as an alternative to more recent theoretical developments in the field. The paper draws on three rich examples of CAS use in relation to the following: mathematical concept formation; mathematical proofs and proving; and classroom teaching. Each of these examples illustrates aspects of CAS use that appear better captured and addressed through “old” frameworks. This includes the mathematics specific learning difficulties that a heavy CAS use gives rise to; the inexpedient use of CAS in proofs in textbooks; and the tacit norms and contracts surrounding CAS use in the classroom. The paper thus serves as a call to continuously consulting our research back catalogue, also when addressing problems and challenges which at first sight appear “new”, such as the constantly evolving digital technologies for learning and teaching mathematics.
      PubDate: 2021-06-01
       
  • Resolving Conflicting Subcultures Within School Mathematics: Towards A
           Humanistic School Mathematics

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      Abstract: Informed by a cultural understanding of human sense-making, the mathematical identities of Grades 7–12 learners, teachers, and conventional curricula are explored. Due to a clash of values between mathematics and the humanities, a majority of learners do not achieve their mathematical potential. This frustrates both these learners and their teachers. A resolution to the conflict emerges from scrutinizing the conventional Plato-based (Platonist) mathematics’ ontology, epistemology, and axiology that convey anti-humanistic images of school mathematics, the antithesis to the majority of learners’ humanistic-oriented self-identities. Platonist mathematics is philosophically critiqued, revealing a choice amongst it being cultural, spiritual, or simply opportunistic. Its nineteenth-century anti-humanist façade is replaced by evidence-based humanistic features that the original façade was meant to hide from learners and the general public for politically inspired reasons. These humanistic-oriented features of mathematics are transposed into a proposal for a humanistic school mathematics program that will engage a large proportion of learners (Grades 7–12) in the Western mathematics actually used by adults not employed in occupations requiring advanced Platonist mathematics with its highly hypothetical and abstract reasoning. A Platonist school mathematics program, however, will play an even a greater role in preparing the minority of learners for the advanced mathematics employment sector, some of whom may enrol in both programs. The article concludes with examples of humanistic mathematics lessons and modules.
      PubDate: 2021-06-01
       
  • Student Development in Logical Reasoning: Results of an Intervention
           Guiding Students Through Different Modes of Visual and Formal
           Representation

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      Abstract: Due to growing interest in twenty-first-century skills, and critical thinking as a key element, logical reasoning is gaining increasing attention in mathematics curricula in secondary education. In this study, we report on an analysis of video recordings of student discussions in one class of seven students who were taught with a specially designed course in logical reasoning for non-science students (12th graders). During the course of 10 lessons, students worked on a diversity of logical reasoning tasks: both closed tasks where all premises were provided and everyday reasoning tasks with implicit premises. The structure of the course focused on linking different modes of representation (enactive, iconic, and symbolic), based on the model of concreteness fading (Fyfe et al., 2014). Results show that students easily link concrete situations to certain iconic referents, such as formal (letter) symbols, but need more practice for others, such as Venn and Euler diagrams. We also show that the link with the symbolic mode, i.e. an interpretation with more general and abstract models, is not that strong. This might be due to the limited time spent on further practice. However, in the transition from concrete to symbolic via the iconic mode, students may take a step back to a visual representation, which shows that working on such links is useful for all students. Overall, we conclude that the model of concreteness fading can support education in logical reasoning. One recommendation is to devote sufficient time to establishing links between different types of referents and representations.
      PubDate: 2021-06-01
       
  • Critical STEM Literacy and the COVID-19 Pandemic

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      Abstract: The COVID-19 pandemic has resulted in unprecedented amounts of information communicated to the public relating to STEM. The pandemic can be seen as a ‘wicked problem’ defined by high complexity, uncertainty and contested social values requiring a transdisciplinary approach formulating social policy. This article argues that a ‘Critical STEM Literacy’ is required to engage sufficiently with STEM knowledge and how science operates and informs personal health decisions. STEM literacy is necessary to critique government social policy decisions that set rules for behaviour to limit the spread of COVID-19. Ideas of scientific, mathematical and critical literacy are discussed before reviewing some current knowledge of the SARS-CoV-2 virus to aid interpretation of the examples provided. The article draws on experience of the pandemic in the United Kingdom (UK), particularly mathematical modelling used to calculate the reproductive rate (R) of COVID-19, communication of mortality and case data using graphs and the mitigation strategies of social distancing and mask wearing. In all these examples, there is an interaction of STEM with a political milieu that often misrepresents science as activity to generate one dependable truth, rather than through careful empirical validation of new knowledge. Critical STEM literacy thus requires appreciation of the social practices of science such as peer review and assessment of bias. Implications of the pandemic for STEM education in schools requiring critical thinking and in understanding disease epidemiology in a global context are discussed.
      PubDate: 2021-06-01
       
  • Addressing Black Inclusivity Within a Canadian Post-secondary Engineering
           Faculty: a Critical Perspective

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      Abstract: This paper briefly outlines three initiatives that the University of Toronto (U of T) Faculty of Applied Science and Engineering (FASE) has implemented as initial steps as the institution strives to be anti-racist and address Black inclusivity. These initiatives were based within K-12 outreach, race-based data collection and creating opportunities for faculty-wide race-centric dialogue and learning. U of T FASE was compelled to develop and/or enhance such initiatives after an anti-Black racist incident between students was mishandled and criticized by Black student groups. Using critical race theory (CRT) and personal reflection, this paper highlighted several barriers to the implementation and/or success of these initiatives such as time, financial security, perception of institutional policy and/or provincial law, engineering culture and whiteness and/or colour evasiveness. While definitive solutions to these barriers may not be clear, having a designated champion for specific initiatives, addressing discomfort in differentiating race, consistent advocacy to senior administration and the self-empowerment to resource time and effort to such work were identified as key elements to drive initiatives within the context of U of T FASE.
      PubDate: 2021-06-01
       
  • Un levier pour une meilleure appréhension de l’espace en classe de
           sciences à l’école

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      Abstract: Learning about space is part of the teaching regimen in various elementary-level disciplines, including science and mathematics, in France and Quebec alike. Understanding space plays a central role in the ability to grasp a number of mathematical and scientific concepts. However, until now, few studies have focused on how to valorize it in class or on the milestones that can be used to guide the development of teaching sequences that promote students’ understanding of space. This article presents an empirical study of an activity-generating structure (AGS)—initially developed to help with the design and analysis of teaching sequences in mathematics—as a mechanism for designing and analyzing a science teaching sequence that aims to foster a better apprehension of space. Our experiment shows how the AGS allows us, first, to adapt a classic teaching sequence on the discovery of the compass in a way that promotes students’ acquisition of spatial understanding, and second, to analyze the impact of the adapted sequence on what students learn about space.
      PubDate: 2021-06-01
       
  • Introduction à la thématique spéciale portant sur le combat contre le
           racisme anti-noir dans la formation donnée en sciences, en
           mathématiques, en technologie et dans les STIM

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      PubDate: 2021-06-01
       
  • We Tell These Stories to Survive: Towards Abolition in Computer Science
           Education

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      Abstract: Computer science (CS) education finds itself at a pivotal moment to reckon with what it means to accept, use, and create technologies, with the continued recruitment of minoritized students into the field. In this paper, we build on the oral traditions of educating with stories, and take the reader on two journeys. We begin with a story that leads us in thinking about where computer science education is, in the wake of slavery, under the New Jim Code. Within a BlackCrit framework, we shake the grounds of the computer science field, where technologies are often promoted as objective, but reflect and reproduce existing inequalities. In tune with maintaining current systems of power, efforts to broaden participation in computer science have been heavily driven by industry, government, and military interests. These interests ultimately push us farther away from sustainable relations with the earth and with each other, and risk the very lives of the same communities the field claims to help. However, we can rewrite the narratives of the role of technology in our lives. We present a second story in which we place abolitionist theories and practices in conversation with computer science education. In this paper we explore (1) In what ways does computing education support systems that enable Black death' and (2) How might integrating an abolitionist framework into computer science open up possibilities for world-building and dreaming in the name of Black Life' We imagine a different future where computer science is used as a tool in life-affirming, world-building projects. We invite readers to engage with this piece as a part of an active dialogue towards combating anti-Black logics in the field of computer science education. 
      PubDate: 2021-06-01
       
  • Hauntings Across the Divide: Transdisciplinary Activism, Dualisms, and the
           Ghosts of Racism in Engineering and Humanities Education

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      Abstract: In this paper, we report on an intervention across continents and disciplines that brought together differently positioned students in South Africa and the USA. A collaboration between our classes—an introductory Geographic Information Systems (GIS) class in South Africa and a composition class in the United States—was facilitated and investigated by us. The point of departure of the intervention was to service socially just and anti-racist pedagogies through experimentation. Drawing on posthumanist, feminist, and new materialist theory, we investigate the hauntings of several prejudices and stereotypical tropes that foster racism. We link the concept of hauntology to Plumwood’s (1993) theorization of dualisms. We then draw a cartography of geomatics education in South Africa, focusing on the subjectification of geomatics graduates in particular and engineering graduates in general. We then zoom to our collaboration, and focus on several interactions amongst the cohorts to show instances of hauntings that perpetuate anti-Black, anti-Muslim, and related silences. We find that analysis of dualisms can highlight racist hauntings, and can also provide guidance on how to flatten hierarchies. Our transdisciplinary activism allows us to harness the positivity of difference to trouble binaries. We conclude with some thoughts on pandemic pedagogy in an unequal world.
      PubDate: 2021-06-01
       
  • Undergraduate Students’ Learning of Linear Algebra Through
           Mathematical Modelling Routes

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      Abstract: Mathematical modelling has acquired relevance at all educational levels in the last decades since integrating this activity in instruction provides significant contexts for improving students’ learning, including in linear algebra courses that have a notable presence in many undergraduate courses from different fields, including engineering and sciences. This paper reports a study aiming to characterise the distinct modelling routes performed by Costa Rican undergraduate students when solving a mathematical modelling task involving the concept of system of linear equations (SLE). In analysing those modelling routes, it was possible to identify their learning of linear algebra concepts and their modelling competencies as well as the associated difficulties that students faced. Data collection included participant observation, with audio recording of the students’ discussions, their written work on the task, and digital files of their work with technology. The results show that non-linear routes are associated with a greater mobilisation of students’ knowledge on SLE concepts and with their development of modelling competencies. The results also highlight the need to improve the students’ competency of validating results, an important step that they did not take, and suggest the need to make technology relevant to the students’ work on modelling tasks.
      PubDate: 2021-06-01
       
  • Introduction to the Special Theme on Responding to Anti-Blackness in
           Science, Mathematics, Technology and STEM Education

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      PubDate: 2021-06-01
       
  • La représentation de la science est-elle genrée ' Étude auprès
           des étudiantes et étudiants inscrits en première année de filière
           scientifique à l’université de Lille

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      Abstract: There are many studies about women in science. They reveal, among other findings, that men and women generally do not enroll in the same science streams. Going beyond this observation, it becomes relevant to examine representations of the sciences among male and female science students to determine what influences their choices. Our study is based on a survey among a representative sample of 1352 first-year science students at the University of Lille. Our results, both quantitative and qualitative, underscore the relevance of streams in the rationalization of these different representations of sciences, for one, and show that the correlation is not due to a gendered structure of the streams, for another. Indeed, there are significant differences in attitudes towards the sciences regardless of whether a student is male or female, but these attitudes are strongly correlated with the student’s chosen stream. It is therefore important to keep the influence of gender on representations of science in perspective.
      PubDate: 2021-06-01
       
 
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