Updated December 2020
ALM IJ Digital special issue
The Editorial Team announce a call for a special issue of the ALM International Journal. The main objective of the special issue is to offer a platform for the teachers around the world to share their experiences to improve adult numeracy and pedagogies. We encourage researchers and practitioners to share how they face those challenges, providing scientific evidence that may help us to improve how can we use ICT in ALM contexts. We also particularly welcome submissions from the learner perspective, since we consider this voice as a crucial addition to the narrative in these digital times. Click here to download more details.
Bell Galligan Latham (2020) Numeracy in Paramedicine Education
Andrew Bell, Linda Galligan and John Latham Published December 2020
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Call for papers
Adults Learning Mathematics – International Journal is an international refereed journal that provides a forum for the online publication of high quality research on the teaching and learning, knowledge and uses of numeracy/mathematics to adults at all levels in a variety of educational sectors.
Submitted papers should normally be of interest to an international readership. We invite contributions in the following areas:
- Research and theoretical perspectives in the area of adults learning mathematics/numeracy
- Debate on special issues in the area of adults learning mathematics/numeracy
- Practice: critical analysis of course materials and tasks, policy developments in curriculum and assessment, or data from large-scale tests, nationally and internationally
Both full-length articles and shorter reports may be submitted. No preference is given to any particular research methodology.
Articles about practice
In addition to research articles, ALM-IJ encourages the inclusion of Articles about Practice in the Journal. This move is in tune with the history and philosophy of our organization – and we hope it will benefit the adult numeracy field as a whole.
From the formation of ALM as a research forum in 1993, practitioners have been attending and participating in the annual conferences, as can be evidenced in the Conference Proceedings available on the website. In fact, one of the three or four days is typically focused on practitioners’ contributions. Practitioners work in a variety of environments, including school and community-based educational programs, workplaces, prisons, family literacy programs, family numeracy activities and civic settings. Even though their travel budgets are often limited and rarely subsidized by their institutions, practitioners have made presentations that are significant contributions to the field.
For further details about submitting articles, see:
- instructions for authors of research articles
- instructions for authors of articles about practice
- template for authors
- ethics statement
ALM and the journal editorial team are keen to publish corrections, clarifications, retractions and apologies when needed. Link to guidelines for retracting or correcting articles.
The ALM International Journal will be published twice a year.
Email contact for submission of articles or for enquiries: Editorial Team (email@example.com).
ALM Registered office for physical correspondence: c/o 26 Tennyson Road, Kilburn, London NW6 7SA UK
Adults Learning Mathematics – an international forum has been established since 1994, with an annual conference and newsletters for members. ALM is an international research forum bringing together researchers and practitioners in adult mathematics/numeracy teaching and learning in order to promote the learning of mathematics by adults. Since 2000, ALM has been a Company Limited by Guarantee (No.3901346) and a National and Overseas Worldwide Charity under English and Welsh Law (No.1079462). Through the annual ALM conference proceedings and the work of individual members an enormous contribution has been made to making available theoretical and practical research in a field which remains under-researched and under-theorised. We now seek to establish a refereed electronic journal to further develop the high quality work in this field.
The Editorial Team:
Prof. Javier Díez-Palomar, Universitat de Barcelona, Spain (Immediate Past Chief Editor)
Prof. Jeff Evans, Middlesex University, UK (Joint Chief Editor)
Dr. Linda Galligan, University of Southern Queensland, Australia (Joint Chief Editor)
Dr. Lynda Ginsburg, Rutgers University, USA (Joint Chief Editor)
Graham Griffiths, UCL Institute of Education, UK (Associate Editor)
The Editorial Board:
Tom Ciancone, Independent Consultant, Hamilton, Canada
Prof. Marta Civil, University of Arizona, USA
Prof. Diana Coben, Kings College, London, UK
Dr. Gail FitzSimons, Monash University, Melbourne, Australia
Prof. Kees Hoogland, HU University of Applied Sciences, Utrecht, The Netherlands
Prof. Dr. Gelsa Knijnik, Universidade do Vale do Rio dos Sinos, Brazil
Prof. John O’Donoghue, University of Limerick, Ireland
Prof. Kathy Safford-Ramus, St Peter’s University, New Jersey, USA
Prof. Dr. Lieven Verschaffel, University of Leuven, Belgium
Prof. John Volminck, MIET Africa, Durban, South Africa
Prof. Tine Wedege, Malmö University, Sweden