ZDM, No 1-2, 2009

A new issue of ZDM was published on Friday. It is a double issue, with the following theme: Interdisciplinarity in Mathematics Education: Psychology, Philosophy, Aesthetics, Modelling and Curriculum. Guest editor of this issue is Bharath Sriraman, the editor of The Montana Mathematics Enthusiast. The issue contains not less than 22 articles:

• Interdisciplinarity in mathematics education: psychology, philosophy, aesthetics, modelling and curriculum, by Bharath Sriraman
  
• Creativity and interdisciplinarity: one creativity or many creativities? by Jonathan Plucker and Dasha Zabelina
  
• The characteristics of mathematical creativity, by Bharath Sriraman
  
• Mathematical paradoxes as pathways into beliefs and polymathy: an experimental inquiry, by Bharath Sriraman
  
• Do we all have multicreative potential? by Ronald A. Beghetto and James C. Kaufman
  
• Aesthetics as a liberating force in mathematics education? by Nathalie Sinclair
  
• Mathematics learning and aesthetic production, by Herbert Gerstberger
  
• A historic overview of the interplay of theology and philosophy in the arts, mathematics and sciences, by Bharath Sriraman
  
• Integrating history and philosophy in mathematics education at university level through problem-oriented project work, by Tinne Hoff Kjeldsen and Morten Blomhøj
  
• Estimating Iraqi deaths: a case study with implications for mathematics education, by Brian Greer
  
• The decorative impulse: ethnomathematics and Tlingit basketry, by Swapna Mukhopadhyay
  
• Mathematics education research embracing arts and sciences, by Norma Presmeg
  
• Dialogue on mathematics education: two points of view on the state of the art, by Theodore Eisenberg and Michael N. Fried
  
• The harmony of opposites: a response to a response, by Norma Presmeg
  
• Method, certainty and trust across disciplinary boundaries, by David Pimm
  
• Promoting interdisciplinarity through mathematical modelling, by Lyn D. English
  
• Project organised science studies at university level: exemplarity and interdisciplinarity, by Morten Blomhøj and Tinne Hoff Kjeldsen
  
• Emergent modeling: discrete graphs to support the understanding of change and velocity, by L. M. Doorman and K. P. E. Gravemeijer
  
• New roles for mathematics in multi-disciplinary, upper secondary school projects, by Mette Andresen and Lena Lindenskov
  
• Supporting mathematical literacy: examples from a cross-curricular project, by Thilo Höfer and Astrid Beckmann
  
• Does interdisciplinary instruction raise students’ interest in mathematics and the subjects of the natural sciences? by Claus Michelsen and Bharath Sriraman
  
• Building a virtual learning community of problem solvers: example of CASMI community, by Viktor Freiman and Nicole Lirette-Pitre
  

If you don't have full access to Springer (so that you can read these articles), you might want to pay attention to the article by Doorman and Gravemeijer, which is an Open Access article (i.e. freely available for all to read).