Archives
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Monograph: Position statement on Early Childhood Mathematics Education of the IEMI group of SEIEM (first part)
Vol. 14 No. 1 (2025)This is a very special issue in the history of EdMa06 journal. On this occasion, not only do we continue with the previous issue's commitment to incorporating monographic sections, but we also seek to highlight a position statement by the Early Childhood Mathematics Education Research Group (IEMI) of the Spanish Society for Research in Mathematics Education (SEIEM). This statement, supported by an agenda consisting of 10 principles, of which the first 5 are published in this issue, with the remaining ones to be published in the December issue, seeks to raise awareness of Early Childhood Mathematics Education and highlight its important role in the development of later mathematical thinking. The aforementioned statement has its origins in the work carried out at the 5th Seminar on Research in Early Childhood Mathematics Education held in Madrid in March 2023, where each of the 10 principles was presented and discussed, and a brief document was drafted setting out the fundamental bases of each of them. Now, each principle has been developed and updated in paper format with the healthy intention of stimulating debate about the past, present, and, above all, the future of Early Childhood Mathematics Education. We trust that reading each of the contributions that make up the final version of the statement, distributed between this issue and the December issue, will achieve its purpose, the achievement of which is a task shared by all. The monographic section is complemented by regular articles in the Articles section, as well as a new and entertaining contribution to the Animated Mathematics section.
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Monograph: From MAVI to EdMa06: an ‘affective’ look at early mathematics education
Vol. 13 No. 2 (2024)This issue of EdMa06, corresponding to December 2024, represents a qualitative leap in the journal's still short history, as it establishes its first international collaboration, and does so through a monograph that focuses on issues closely linked to the affective plane, without ever losing sight of the objectives and spirit of the journal itself. Thus, the present issue is essentially composed of a selection of articles by members of the MAVI (Mathematical Views) community whose main results were discussed during its 28th Conference, held in Gijón in 2022, and which deserved to see the light of day and be properly disseminated. The articles cover relevant and complex issues such as the professional identity of teachers in multilingual environments, the views of teachers in initial training on mathematics education, teachers‘ beliefs about assessment through large-scale standardised tests, teachers’ and students' beliefs about the assessment of argumentative competence and problem solving by students with Asperger's syndrome through a proposal that pays attention to both cognitive and emotional aspects. The recognition of the growing importance that affects are acquiring in the field of mathematics education at all levels of education, including teacher training, together with the need to establish links with the international community to address problems whose dimension knows no borders, have encouraged the editorial team of EdMa06 to take this step which, we hope, will be to the liking of its readers. The issue is completed and complemented by the excellent article by Osmar Vera and Carmen Batanero on the probabilistic language of prospective Early Childhood Education teachers.
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Edma Grows Up: Ten Years of Early Childhood Mathematics Education
Vol. 10 No. 2 (2021)
