Editorial

Abstract

Since its beginnings as an academic discipline, mathematics education, in its dimensions of both research and school practice, has explored visions, constructs, interpretations and contexts which are linked to different fields of knowledge. Such fields might appear very distant from mathematics, concerning other disciplines or forms of knowledge that are more general and transversal. This choice is not the result of an intellectual or ideological whim, but a need, which stems from the awareness that education in general, and mathematics education in particular, is a world in which paths from various worlds come to converge: that of sciences of education, semiotics, linguistics, art, play, environment etc. A need that stems from the necessity of interpreting the delicate process of teaching-learning mathematics through different lenses.
The Didattica della matematica. Dalla ricerca alle pratiche d’aula journal cannot but be part of this perspective, and proudly so, by welcoming contributions that show a mathematics education which increasingly opens to the stimuli and questions coming from both the world of research and that of teaching practice, also opening up to other perspectives and visions. The fourteenth issue, like some of the previous ones, also highlights this perspective. Keep reading...