for the learning of mathematics


      ‘Mathematics education’ should be interpreted to mean the whole field of human ideas and activities that affect, or could affect, the learning of mathematics. As mathematics education draws upon a number of more established cognate disciplines, articles about psychology, mathematics, sociology, linguistics, philosophy, etc. are welcomed provided their content bears on the learning of mathematics. This might be achieved directly, or indirectly through offering a significant perspective to mathematics educators. The journal has space for articles which attempt to bring together ideas from several sources and show their relation to the theories or practices of mathematics education. It is a place where ideas may be tried out and presented for discussion.

      Writing should be in the form of an essay or a narrative. Reports of informal research, especially from the classroom, are as welcome as theoretical articles and academic research. Standard research reports and outlines of teaching ideas should be submitted elsewhere, unless they also include significant impetus for discussion. Articles falling outside the categories mentioned above are also acceptable if, in the editor’s judgement, they make some contribution to understanding mathematics learning or to promoting mathematics learning.

      Articles should generally have a maximum of 5000 words. Short communications, such as comments on already published articles, speculations, or other observations, should generally contain fewer than 2000 words.

      Contributions may be submitted in English or French. (The English may be American, British, or hybrid.) Writers should send an electronic version of their contribution, ideally in pdf format, to editor@flm-journal.org.



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