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Calculation Nation® uses the power of the Web to let students challenge opponents from anywhere in the world. At the same time, students are able to challenge themselves by investigating significant mathematical content and practicing fundamental skills. The element of competition adds an extra layer of excitement. “The games on Calculation Nation® provide an entertaining environment where students can explore rich mathematics,” said Jim Rubillo, Executive Director of the National Council of Teachers of Mathematics (NCTM). “Through these games, students are exposed to the same mathematical topics that they see in class as well as those that are recommended in Curriculum Focal Points.” Calculation Nation® is part of the NCTM Illuminations project, which offers Standards-based resources that improve the teaching and learning of mathematics for all students. Its materials illuminate the vision for school mathematics set forth in NCTM’s Principles and Standards for School Mathematics and Curriculum Focal Points. Illuminations is also part of Thinkfinity.org, a comprehensive educational website funded by the Verizon Foundation to provide free educational resources to parents, teachers, and students. Thinkfinity.org is the cornerstone of Verizon Foundation’s literacy, education and technology initiatives. The goal of Thinkfinity.org is to improve student achievement in traditional classroom settings and beyond by providing high-quality content and extensive professional development training. The National Council of Teachers of Mathematics is a public voice of mathematics education, providing vision, leadership and professional development to support teachers in ensuring equitable mathematics learning of the highest quality for all students.

... rethinking mathematics learning and teaching with new technologies ... The International Journal of Computers for Mathematical Learning publishes contributions that explore the unique potential of new technologies for deepening our understanding of the field of mathematics learning and teaching. As a result, the journal is redefining the field, increasing its connections with physics, biology, economics, engineering, computer science, psychology, art, anthropology and philosophy. Moreover, the journal re-examines how the field is used, understood, and expressed. Contributions include theoretical, empirical, practical and visionary studies. Published papers are not solely concerned with computers, and the mathematics discussed is not limited by the current boundaries of the discipline nor by current conceptions of curriculum. In addition to full-length, scholarly papers, the journal publishes short notes, in-depth reviews of software and books, and a forum for the discussion of controversial issues.

Educational Studies in Mathematics presents new ideas and developments of major importance to practitioners working in the field of mathematical education. It reflects both the variety of research concerns within the field and the range of methods used to study them. Articles deal with didactical, methodological and pedagogical subjects, rather than with specific programs for teaching mathematics. The journal emphasizes high-level articles that go beyond local or national interest.

ZDM is one of the oldest mathematics education research journals in publication. The journal surveys, discusses, and builds upon current research and theoretical-based perspectives in mathematics education. In addition, it serves as a forum for critical analysis of issues within the field. All the papers published in the journal?s seven annual themed issues are strictly by invitation. These papers are subject to an internal peer review by selected members from the editorial board as well as an external review by invited experts. The journal targets readers from around the world in mathematics education research who are interested in current developments in the field.