Mathematical Thinking and Learning

Aims & Scope

The international mathematics education community is maturing at a rapid and exciting rate.

Although this community has developed its own research perspectives and theoretical frameworks, it continues to expand its horizons by drawing upon new theories and research in mathematics, psychology, sociology, philosophy, anthropology, and information technology.

Mathematical Thinking and Learning is directed at researchers interested in mathematics education from any of these perspectives, with a particular focus on mathematical thinking, reasoning, and learning.

This journal seeks high-quality articles that address one or more of the following topics: interdisciplinary studies on mathematical learning, reasoning or thinking, and their developments at all ages; technological advances and their impact on mathematical thinking and learning; studies that explore the diverse processes of mathematical reasoning; new insights into how mathematical understandings develop across the life span, including significant transitional periods; changing perspectives on the nature of mathematics and their impact on mathematical thinking and learning in both formal and informal contexts; studies that explore the internationalization of mathematics education, together with other cross-cultural studies of mathematical thinking and learning; and studies of innovative instructional practices that foster mathematical learning, thinking, and development.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	1.5
2024	2.00

SJR (SCImago Journal Rank)

Year	Value
2024	1.246

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	36

Journal Rank

Year	Value
2024	3329

Journal Citation Indicator

Year	Value
2024	205

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Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar
• Web of Science

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Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Mathematics, Psychology and Social Sciences, designed to support cutting-edge academic discovery.

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Most Cited Articles

The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.

• Orchestrating Productive Mathematical Discussions: Five Practices for Helping Teachers Move Beyond Show and Tell

  Citation: 702

  Authors: Mary Kay, Randi A., Margaret S., Elizabeth K.

• Learning Trajectories in Mathematics Education

  Citation: 304

  Authors: Douglas H., Julie

• A Situated and Sociocultural Perspective on Bilingual Mathematics Learners

  Citation: 284

  Authors: Judit

• Gestures, Speech, and the Sprouting of Signs: A Semiotic-Cultural Approach to Students' Types of Generalization

  Citation: 266

  Authors: Luis

• How Emergent Models May Foster the Constitution of Formal Mathematics

  Citation: 263

  Authors: Koeno

• Explicating the Role of Mathematical Tasks in Conceptual Learning: An Elaboration of the Hypothetical Learning Trajectory

  Citation: 223

  Authors: Martin A., Ron

• Identity, Goals, and Learning: Mathematics in Cultural Practice

  Citation: 222

  Authors: Na'ilah Suad

• Enabling the Practice of Mathematics Teachers in Context: Toward a New Equity Research Agenda

  Citation: 187

  Authors: Rochelle

• Individual and Collective Mathematical Development: The Case of Statistical Data Analysis

  Citation: 166

  Authors: Paul

• Local Instruction Theories as Means of Support for Teachers in Reform Mathematics Education

  Citation: 166

  Authors: Koeno

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