Call for papers: Mathematics curriculum reforms in the context of various curricular concepts and the characteristics of mathematics teaching

Vol. 17, Issue 1 (Year 2027)

Issue editors: Tatjana Hodnik, Rolene Liebenberg, Sharon McAuliffe

In the field of education, we are witnessing frequent curricular reforms with various justifications, such as the adjustment of the school system to social changes, the development of new technologies, or the achievement of various pedagogical or education policy objectives. All of these reforms are, of course, aimed at improving the quality of the school system. The question that requires reflection and consideration is: which changes contribute to quality?

Although the fundamental knowledge structure of mathematics means that it is quite consolidated within the mathematical community, it is nonetheless prominent in curricular reform processes due to its status as one of the core subjects of schooling. In the field of mathematics, reform processes are partly guided by various curricular concepts that are not necessarily based on analyses of the state of mathematics teaching, instead referring to broadly conceived paradigms of teaching or specific interpretations of the quality of learning and teaching.

Reforms may have specific objectives that move away from the foundations of mathematics and the development of (mathematical) notional thinking, focusing instead on the applicability of mathematics, mathematical literacy, transferable skills, etc., depending on the currently prevailing trends in education. Moreover, curricular reforms often aim at (re)directing mathematics teaching according to curricular concepts that have different perspectives on the relationship between curriculum content or pedagogical delivery and teacher professional autonomy. This raises questions about the power and arguments of the actors driving curricular reforms and the role played by research findings and researchers in the field of the didactics of mathematics.

Thus, the issue will focus on the following questions:

Which curricular concepts frame mathematics curricula?

How do mathematics curricula differ in different countries? Which conceptual or social frameworks determine them? What is the influence of tradition in a particular place? What are the focuses of innovation and how are they justified?

What influence do specific education policies have on curricular change in mathematics?

What kind of mathematics and mathematics teaching are shaped by curricular reforms? What is gained and what is lost?

What role do different agents of change play in curricular reforms in mathematics?

 

Article submission timeline:

30 September 2025: submission of paper title and abstract with up to five keywords [250 words max.]

30 June 2026: paper submission [between 5,000 and 7,000 words]

March 2027: publication of the focus issue of the CEPS journal

 

Please send the abstract to editors@cepsj.si clearly stating the title of the focus issue.

 

Manuscripts should be from 5,000 to 7,000 words long, including the abstract and reference list. They should be written in UK English. Submissions should be original and unpublished work not currently under review by another journal or publisher.

 

When preparing the manuscript, please follow our author’s guidelines, which are available here: https://cepsj.si/index.php/cepsj/about/submissions.