From E.Nardi at uea.ac.uk Sat Sep 19 15:28:03 2026 From: E.Nardi at uea.ac.uk (Elena Nardi (EDU - Staff)) Date: Sat, 19 Sep 2026 14:28:03 +0000 Subject: [Maths-Education] RME Call for Editors [extended deadline 31 Oct 2026] / please circulate In-Reply-To: References: Message-ID: Dear colleagues we would be very grateful if you could please circulate the attached Research in Mathematics Education Call for Editors [extended deadline 31 Oct 2026] on behalf of the British Society for Research into Learning Mathematics (BSRLM). The journal is seeking two new Editors for a four-year term commencing in late 2026 / early 2027, and is also aiming to appoint colleagues with complementary expertise in Mathematics Education research theories and methodologies. We hope that this extension will allow more colleagues to consider the exciting prospect of joining RME?s editorial team! Interested applicants should submit a one-page application letter and a two page CV to the BSRLM Chair of the Executive Professor Elena Nardi (e.nardi at uea.ac.uk) by 31st October 2026. Please refer to the attached file for full details of the role and application process. With many thanks in advance, Elena Nardi Professor of Mathematics Education, Chair of the BSRLM Executive UEA-EDU, Norwich NR4 7TJ, UK Tel: + 441603592631 www.uea.ac.uk/education/people/profile/e-nardi, https://archive.uea.ac.uk/~m011/ RME Group at UEA https://www.uea.ac.uk/groups-and-centres/research-in-mathematics-education-group MathTASK @mathtask, https://youtu.be/gt0HZBfBBGI Amongst mathematicians http://link.springer.com/book/10.1007%2F978-0-387-37143-6 For the Learning of Mathematics 2026 From ?fossil? to ?fuel? narratives about mathematics International Journal of Research in Undergraduate Mathematics Education 2025 Can biocalculus help fix the calculus image problem? 2020 Time for Change (Research) in Undergraduate Mathematics Education Research in Mathematics Education 2025 Nascent deductive proof schemes and proof readiness in adolescence ZDM 2024 Interdependency, alternative forms of mathematical agency and joy as challenges to ableist narratives about the learning and teaching of mathematics Mathematics Teacher Education Development 2023 Physiological data and the study of mathematics teachers? emotions: using GSR data to trigger teacher reflection Mathematics Teaching 2022 Hearing the signers: British Sign Language (BSL) interpreters? experiences in the mathematics classroom and implications for inclusion Journal of Mathematical Behavior 2021 Running to keep up with the lecturer or gradual de-ritualization? Biology students? engagement with construction and data interpretation graphing routines in mathematical modelling tasks 2021 Problematizing mathematics and its pedagogy through teacher engagement with history-focused and classroom situation-specific tasks Educational Studies in Mathematics 2019 Negotiating different disciplinary discourses: biology students? ritualized and exploratory participation in mathematical modelling activities Co-Edited book 2021 Research and Development in University Mathematics Education Book chapters 2023 Challenging undergraduate students? mathematical and pedagogical discourses through MathTASK activities 2022 Teaching Mathematics Education to Mathematics and Education Undergraduates -------------- next part -------------- A non-text attachment was scrubbed... Name: RME - Call for Editors 19Sep2026.pdf Type: application/pdf Size: 257421 bytes Desc: RME - Call for Editors 19Sep2026.pdf URL: From E.Nardi at uea.ac.uk Thu Sep 24 14:54:12 2026 From: E.Nardi at uea.ac.uk (Elena Nardi (EDU - Staff)) Date: Thu, 24 Sep 2026 13:54:12 +0000 Subject: [Maths-Education] Basic Research in Mathematics Education Discussions - Invitation, Tue 27 Oct 2026 In-Reply-To: References: Message-ID: Sent on behalf of Professor Patricio Herbst and colleagues The field of mathematics education research periodically engages in reflective inquiry regarding its objects of study, theories, and methods. Since February 2025, the undersigned group of scholars has met to discuss ways to promote basic research in mathematics education. By basic research, we mean work that produces fundamental knowledge about mathematics education practices and, in doing so, helps steward our research field. We invite you to join this ongoing reflective effort. This academic year, we are hosting bimonthly, one-hour online conversations via Zoom to explore what basic research in our field means and could mean. Each session centers on a question or theme introduced by a featured scholar in a brief 15-minute presentation. We then open the floor to all participants for short, active contributions (2-3 minutes each). Over the coming year, we aim to cultivate enough shared interest on various themes that contribute to a basic research agenda. Our goal is, at the end of the year, to issue an open call for an edited article collection. We warmly invite researchers at all career stages, including early-career scholars and graduate students, to join us. Session dates and times will vary based on each convener's schedule, but we will announce the date, time, and time zone at least one month in advance. Registration is required, though it is free to register. Please note that we will record the opening presentation and retain conversation AI-produced notes for archival purposes. Our inaugural conversation will be convened by Dr. Daniel Chazan, Director of the Center for Mathematics Education and Professor at the University of Maryland. Dan will lead a discussion on Tuesday, October 27, 2026, at 11:00 EDT (15:00 GMT). Dan will usher us into a discussion of how research on mathematics curriculum can build fundamental knowledge for our field. To join the mailing list for these conversations and register for the first one please complete the registration form https://umich.zoom.us/meeting/register/QEOLkOG9QPSk9DYanud_Qg Please join us! Dor Abrahamson, Irene Biza, Daniel Chazan, Patricio Herbst, Andrew Izs?k, Felix Lensing, Nathan Lombard, Vilma Mesa, Elena Nardi, Mitchell J. Nathan, Susanne Prediger, and Gil Schwarts Pat Herbst Professor of Mathematics Education Marsal Family School of Education | University of Michigan 610 East University Avenue | Room 4117 Ann Arbor, MI | 48109-1259 734.763.3745 | pgherbst at umich.edu From Peter.Cave at manchester.ac.uk Mon Sep 28 08:54:56 2026 From: Peter.Cave at manchester.ac.uk (Peter Cave) Date: Mon, 28 Sep 2026 07:54:56 +0000 Subject: [Maths-Education] Catherine Lewis, online seminar (7 Oct) on problem-solving and lesson study in maths education Message-ID: All are welcome to an exciting online seminar organised by Geoff Wake and myself, featuring Dr Catherine Lewis, renowned researcher on mathematics teaching and learning, Lesson Study, and Japanese education. Advance registration is NOT necessary. Presenter: Dr Catherine C. Lewis, Distinguished Research Scientist, Mills College at Northeastern (https://lessonresearch.net/). Date and time: Wednesday 7 October, 5 pm UK time (British Summer Time). Title: "Can Japanese educational approaches solve the achievement gap for historically underserved students in the West?" Zoom info: https://zoom.us/j/6836372700?omn=92063966629 Meeting ID: 683 637 2700 This talk will focus on the recent book Teaching Powerful Problem Solving in Math: A Collaborative Approach Through Lesson Study (Teachers College Press), which "provides the first in-depth portrait of schoolwide lesson study, showing how U.S. teachers at several schools used it to implement powerful problem-based mathematics instruction". Hope to see many there! Peter Peter Cave | Senior Lecturer in Japanese Studies | School of Arts, Languages, and Cultures | University of Manchester | Samuel Alexander Building | Oxford Road | Manchester M13 9PL | United Kingdom | Tel: +44 (0)161 275 3195 www.manchester.ac.uk/research/peter.cave/ Recent publications: Peter Cave and Manabu Ishioka (2026), 'Tackling ?Examination Hell? in Japan, 1920 to 1945: Children?s Well-being, Fair Competition, and the Needs of the State.' The Journal of Japanese Studies 52 (1), 161-194. https://online.ucpress.edu/jjs/article-abstract/52/1/161/217136/Tackling-Examination-Hell-in-Japan-1920-to?redirectedFrom=fulltext Yumi Dunbar and Peter Cave (2026), 'Teaching the History of the "Fifteen Years? War" in Japanese Junior High Schools: Teachers? Aims, Approaches, and Strategies.' Japan Forum. https://www.tandfonline.com/doi/full/10.1080/09555803.2026.2616784 Peter Cave (2026), 'History Textbooks and Political Power in Contemporary Japan: Controversial Representations, Pedagogy, and National Identity.' International Journal of Asian Studies. https://www.cambridge.org/core/journals/international-journal-of-asian-studies/article/history-textbooks-and-political-power-in-contemporary-japan-controversial-representations-pedagogy-and-national-identity/B4FBDE0B9549E205298B08EC65A5354D