 | |
| Discipline | Mathematics education |
|---|---|
| Language | English, French |
| Edited by | David Reid |
| Publication details | |
| History | 1981–present |
| Publisher | FLM Publishing Association (Canada) |
| Frequency | Triannually |
| Delayed, after 3 years | |
| Standard abbreviations | |
| ISO 4 | For Learn. Math. |
| Indexing | |
| ISSN | 0228-0671 |
| LCCN | 81649515 |
| JSTOR | 02280671 |
| OCLC no. | 732868199 |
| Links | |
For the Learning of Mathematics is a triannual peer-reviewed academic journal covering mathematics education. It was established in 1981 by David Wheeler.
The journal is abstracted and indexed in:
In 2012, a survey of researchers in the field ranked the journal with an A (the second highest ranking, below A*). [3] In 2017, another ranking of journals placed it in the top tier. [4] At the same time, the high ranking in both of these reviews was questioned, suggesting that the journal more properly belongs in the mid-tier. [5]
The following persons are or have been editor-in-chief:
A citation index is a kind of bibliographic index, an index of citations between publications, allowing the user to easily establish which later documents cite which earlier documents. A form of citation index is first found in 12th-century Hebrew religious literature. Legal citation indexes are found in the 18th century and were made popular by citators such as Shepard's Citations (1873). In 1961, Eugene Garfield's Institute for Scientific Information (ISI) introduced the first citation index for papers published in academic journals, first the Science Citation Index (SCI), and later the Social Sciences Citation Index (SSCI) and the Arts and Humanities Citation Index (AHCI). American Chemical Society converted its printed Chemical Abstract Service into internet-accessible SciFinder in 2008. The first automated citation indexing was done by CiteSeer in 1997 and was patented. Other sources for such data include Google Scholar, Microsoft Academic, Elsevier's Scopus, and the National Institutes of Health's iCite.
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Journal ranking is widely used in academic circles in the evaluation of an academic journal's impact and quality. Journal rankings are intended to reflect the place of a journal within its field, the relative difficulty of being published in that journal, and the prestige associated with it. They have been introduced as official research evaluation tools in several countries.
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Excellence in Research for Australia (ERA) is Australia’s national research evaluation framework, developed and administered by the Australian Research Council (ARC). The first full round of ERA occurred in 2010, and subsequent rounds followed in 2012, 2015 and 2018. A round was scheduled for 2023, but in September 2022 the ARC announced that this would be postponed as they were transitioning the ERA process to a more robust and data driven model.
Algorithmica is a monthly peer-reviewed scientific journal focusing on research and the application of computer science algorithms. The journal was established in 1986 and is published by Springer Science+Business Media. The editor in chief is Mohammad Hajiaghayi. Subject coverage includes sorting, searching, data structures, computational geometry, and linear programming, VLSI, distributed computing, parallel processing, computer aided design, robotics, graphics, data base design, and software tools.
Information and Computation is a closed-access computer science journal published by Elsevier. The journal was founded in 1957 under its former name Information and Control and given its current title in 1987. As of July 2022, the current editor-in-chief is David Peleg. The journal publishes 12 issues a year.
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The Financial Analysts Journal is a quarterly peer-reviewed academic journal covering investment management, published by Routledge on behalf of the CFA Institute. It was established in 1945 and as of August 2022, the editor-in-chief is William N. Goetzmann.
Arthur Bakker is a Dutch mathematics education researcher and associate professor at the Freudenthal Institute, Utrecht University, Netherlands. He is Fellow at the University of Bremen.
Marta Civil is an American mathematics educator. Her research involves understanding the cultural background of minority schoolchildren, particularly Hispanic and Latina/o students in the Southwestern United States, and using that understanding to promote parent engagement and focus mathematics teaching on students' individual strengths. She is the Roy F. Graesser Endowed Professor at the University of Arizona, where she holds appointments in the department of mathematics, the department of mathematics education, and the department of teaching, learning, and sociocultural studies.
Mary Kay Stein is an American mathematics educator who works as a professor of learning sciences and policy and as the associate director and former director of the Learning Research and Development Center at the University of Pittsburgh.
Katherine Taylor Halvorsen is an American statistician and statistics educator whose research topics have included statistical significance for contingency tables, and the conditional logistic regression method for analysis of multiple risk factors in case–control studies. She was co-author of four editions of Mathematics Education in the United States, a quadrennial review publication of the National Council of Teachers of Mathematics, and serves on the Mathematical Sciences Academic Advisory Committee of the College Board.
Douglas H. Clements is an American scholar in the field of early mathematics education. Previously a preschool and kindergarten teacher, his research centers on the learning and teaching of early mathematics, computer applications for mathematics teaching, and scaling up successful educational interventions. Clements has contributed to the writing of educational standards including the Common Core State Standards, the NCTM's Principles and Standards for School Mathematics and the NCTM's 2006 Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics.
Susan Baker Empson is an American scholar of mathematics education whose work includes longitudinal studies of children's mathematical development, the use of Cognitively Guided Instruction in mathematics education, analyses of childhood understanding of the concept of fractions, and research on the professional development of mathematics educators. She is a professor emerita in the Department of Learning, Teaching, and Curriculum at the University of Missouri, where she held the Richard Miller endowed chair of mathematics education.
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