• Editorial - March 1998

    Judith T. Sowder
    Mathematics education research is no longer a young discipline. One way of measuring our age is in terms of years. Jeremy Kilpatrick (1992) traces our history back to the turn of the century, but he notes that a 1967 conference held at the University of Georgia seemed “for many participants … to mark the beginnings of true interdisciplinarity and community among researchers in mathematics education (p. 25).”

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