The IJMEST Editorial Board over the decades: a personal retrospective perspective

Abstract

As long-serving members of the IJMEST Editorial Board, we have looked back at the mission, vision and role of the journal over the last half-century, and what we see as essential ingredients in sustaining the intellectual health and classroom relevance of the journal.

KEYWORDS:

• Pedagogy
• citations
• STEM STEAM
• soft computing

AMS:

• 01A99
• 01A74

1. Introduction

The genesis of this note was a virtual meeting in 2020 of the IJMEST Editorial Board, facilitated by Taylor and Francis and chaired by the Editor-in-Chief, and subsequent correspondence with the Editor-in-Chief. This invited article focuses on our perspectives on the journal over the years and the changes, particularly in relation to the role of an Editorial Board in fostering the continuing health of the journal.

Professor Avi Bajpai, the founding editor of the journal, invited us to join the Editorial Board in the very early days of the journal back in 1971. We had been research colleagues of his prior to this and we were captured by his vision of the aims and scope of a journal devoted to mathematical education, which was outside the mainstream at the time, where there was often a focus on exotic research. In a sense, IJMEST was built around four themes which have to be balanced among the published articles in the overall scheme:

1. knowledge of mathematics;

2. knowledge of pedagogy;

3. applications of mathematics;

4. ability to inspire.

Clearly, there has to be perspective in the journal, and the editors have endeavoured to achieve the right mix. The Editorial Board meeting was a timely reminder to review the role of the Editorial Board in assisting the Editor-in-Chief to sustain the aims and scope of the journal. The meeting also aimed to strengthen the Editorial Board as a community and to find new members.

2. Editorial boards

An Editorial Board needs to be a team with varying strengths and interests so that collectively it is stronger than the sum of its parts in identifying

1. hot topics: what are people talking about?

2. leading authors: who are people reading?

3. key institutions: where is the best research happening?

4. regional patterns: where are the opportunities?

This requires an Editorial Board with the right academic skill set and a geographic, ethnic and gender balance. The recent Editorial Board meeting canvassed these issues with appropriate follow-up ‘homework’: the many different tools and metrics to help track, measure and assess the research impact of the journal. These quantitative performance indicators were not available when the journal was founded. As Taylor and Francis point out, citations remain a well-established, traditional measure of academic research along with wider metrics like acceptance rates, decisions times, and, more recently, Altmetric online mentions that can measure blogs, news and social media activity.

The responsibilities of an Editorial Board, include

• provision of pertinent scientific expertize for the journal;

• submission of articles to the journal;

• service as a peer reviewer;

• attraction of high-quality manuscripts.

In the case of IJMEST, evidence of academic impact must also include the use of the research in actual classroom teaching. This includes listing the research on syllabi and reading lists, or referencing it in seminars and lectures. Measuring this type of impact is difficult, because unlike academic citations, the connection between a piece of research and its influence in the classroom is not always clear. This is where we need more input from teachers of mathematics at all levels, especially to capture wider cultural perspectives and to learn what actually works.

For example, Tony Shannon (the second author) has had 36 classroom notes published in the journal since 1975 to expound thoughts about mathematics education during 60 years of teaching! There were 23 co-authors, who came from 13 different countries (see Appendix for details.) The topics covered ideas for the enrichment of the teaching and learning of mathematics in

• educational measurement,

• applications of mathematics,

• historical developments of mathematics,

• new developments in mathematics,

• insights into classic problems in number theory and geometry,

• recognition of different cultural environments.

These are mentioned by way of indicating how the role of an Editorial Board member can be fulfilled in submitting suitable material, as well as in finding new authors, reviewing submissions and widening participation in the journal.

3. Concluding comments

The direction and success of a journal can live or die by its Editorial Board. Therefore, for an Editorial Board to be effective, it needs to be as diverse as the research community it represents. A concluding comment should include some assessment of the success of the IJMEST Editorial Board and the trends over the years. At this stage, we can say that the journal has survived the ups and downs of the educational world during more than 50 years, and Loughborough University is to be congratulated for supporting the venture in the early years. Trends are elusive. Subjectively one can say that

• there has been an increase in the understanding of the foundations of numeracy,

• in recent years, the journal has increased its input from relevant international conferences,

• STEM and STEAM have grown in apparent importance, though not yet reflected in employment,

• there seems to have been a decrease in enrichment work, perhaps because of a corresponding increase in high schools of getting the marks for entry into university degrees which seem to promise financial rewards for the graduates.

In our opinion, we continue to need an ever-stronger IJMEST around

• (1) knowledge of mathematics – otherwise the teacher transmits fear of mathematics;

• (2) knowledge of pedagogy – for basic classroom management to foster learning;

• (3) applications of mathematics – to develop interest, skills and knowledge;

• (4) ability to inspire – to help create a love of mathematics; to recognize

• (5) that mathematical skills (practice) and knowledge (theory) are generated and developed in cultural contexts;

• (6) the importance the mathematics and cultural environments;

• (7) the great impact of new hard and soft technologies of communication and information in the practical and theoretical aspects of mathematics;

• (8) the historical aspects of the evolution of mathematics; and

• (9) the roots of arithmetic in particular, and mathematics in general, in different cultural environments as a pedagogical auxiliary tool to give a broader perception of mathematics as a universal human endeavour, both historically and geographically.

The quadrivium underpinned the trivium in ancient classical liberal education: what is the twenty-first century quadrivium? Mathematics can liberate the mind and link so many otherwise separate subjects in the school and university curriculum.

In the long list of papers published in the entire existence of IJMEST we see all these issues treated. We continue to need and must restimulate papers dealing with all these issues, particularly

• emphasizing love of mathematics and the importance of mathematics for

• restoring the dignity of humanity, rejecting bigotry, intolerance, arrogance and discrimination.

We hope that readers will submit articles that address some of the issues raised within this piece.

Disclosure statement

No potential conflict of interest was reported by the authors.

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Appendix

• Atanassov, K. T., & Shannon, A. G. (1998). Matrix-tertions and matrix-noitrets: Exercises in mathematical enrichment. International Journal of Mathematical Education in Science and Technology, 29 (6), 898–903.

• Atanassov, K. T., & Shannon, A. G. (2010). A short remark on Fibonacci-type sequences, Möbius strips and the ψ-function. International Journal of Mathematical Education in Science and Technology, 41 (8), 1125–1127. https://doi.org/10.1080/0020739X.2010.500701

• Clark, B. E., & Shannon, A. G. (1980). A module in mathematics: Description and evaluation. International Journal of Mathematical Education in Science and Technology, 11 (1), 133–141. https://doi.org/10.1080/0020739800110120

• del Popolo, S., & Shannon, A. G. (1987). Some aspects of mathematical under-achievement in secondary education. International Journal of Mathematical Education in Science and Technology, 18 (2), 165–175. https://doi.org/10.1080/0020739870180201

• Deveci, Ö., & Shannon, A. G. (2020). A note on balanced incomplete block designs and projective geometry. International Journal of Mathematical Education in Science and Technology. https://doi.org/10.1080/0020739X.2020.1797913

• Godwin, D. C., & Shannon, A. G. (1975). A rationale for relating test scores to objectives. International Journal of Mathematical Education in Science and Technology, 6 (2), 231–237. https://doi.org/10.1080/0020739750060213

• Kim, S-K., Atanassov, K. T., & Shannon, A. G. (2000). Generalized nets in neurology: An example of mathematical modelling. International Journal of Mathematical Education in Science and Technology, 31 (2), 173–179. https://doi.org/10.1080/002073900287228

• Kwan, P. Y. K., & Shannon, A. G. (1982). A comparison of three methods of scaling measurements for aggregation. International Journal of Mathematical Education in Science and Technology, 13 (3) 299–310. https://doi.org/10.1080/0020739820130311

• Kwan, P. Y. K, & Shannon, A. G. (1989). Objective tests and latent trait theories. International Journal of Mathematical Education in Science and Technology, 20 (3), 457–467. https://doi.org/10.1080/0020739890200317

• Kwan, P. Y. K., & Shannon, A. G. (1994). Reliability and validity of the estimates of the Rasch latent trait model. International Journal of Mathematical Education in Science and Technology, 25 (6), 811–821. https://doi.org/10.1080/0020739940250605

• Leyendekkers, J. V., & Shannon, A. G. (1999). Fermat and Mersenne numbers and some related factors. International Journal of Mathematical Education in Science and Technology, 30(4), 627–629.

• Leyendekkers, J. V., & Shannon, A. G. (2002). Fermat and the solution of x³-2=y². International Journal of Mathematical Education in Science and Technology, 33 (1), 91–95. https://doi.org/10.1080/ 00207390210211

• Leyendekkers, J. V., & Shannon, A. G. (2002). A note on twin primes and the modular ring Z₄. International Journal of Mathematical Education in Science and Technology, 33 (2), 303–306.

• Leyendekkers, J. V, & Shannon, A. G. (2004). Analysis of quadratic diophantine equations with fibonacci number solutions. International Journal of Mathematical Education in Science and Technology, 35 (6), 932–936. https://doi.org/10.1080/00207390412331271320

• Leyendekkers, J. V., & Shannon, A. G. (2008). Unification and infinite series. International Journal of Mathematical Education in Science and Technology, 39 (7), 948–952. https://doi.org/10.1080/ 00207390802054474

• Leyendekkers, J. V., & Shannon, A. G. (2011). Why 3 and 5 are always factors of primitive Pythagorean triples. International Journal of Mathematical Education in Science and Technology, 42 (1), 102–105. https://doi.org/10.1080/0020739X.2010.510219

• Leyendekkers, J. V., & Shannon, A. G. (2015). The odd number sequence: Squares and sums. International Journal of Mathematical Education in Science and Technology, 46 (8), 1222–1228. https://doi.org/10.1080/0020739X.2015.1044042

• Ollerton, R. L., & Shannon, A. G. (1991). Difference equations and an artificial pancreatic beta-cell. International Journal of Mathematical Education in Science and Technology, 22 (4), 545–554. https://doi.org/10.1080/0020739910220405

• Ollerton, R. L., & Shannon, A. G. (1992). An extension of circular and hyperbolic functions. International Journal of Mathematical Education in Science and Technology, 23 (4):611–620.

• Ollerton, R. L., & Shannon, A. G. (2003). Some useful integer arrays for the teaching of generalization skills. International Journal of Mathematical Education in Science and Technology, 34 (1), 135–143. https://doi.org/10.1080/00207390304848

• Ollerton, R. L., Iskov, G. H., & Shannon, A. G. (2002). Three-dimensional profiles using a spherical cutting bit: Problem solving in practice. International Journal of Mathematical Education in Science and Technology, 33 (5), 763–769. https://doi.org/10.1080/002073902320602923

• Pencheva, T., Hristozov, I., & Shannon, A. G. (2003). Mathematical modelling of continuous biotechnological processes. International Journal of Mathematical Education in Science and Technology, 34 (4), 593–599. https://doi.org/10.1080/0020739031000149001

• Pruitt, K., & Shannon, A. G. (2018). Modular class primes in the Sundaram sieve. International Journal of Mathematical Education in Science and Technology, 49 (6), 944–947. https://doi.org/10.1080/ 0020739X.2017.1395485

• Shannon, A. G. (1979). Mathematical attitudes and semantic differentials. International Journal of Mathematical Education in Science and Technology, 10 (4), 497–507. https://doi.org/10.1080/002073979 0100403

• Shannon, A. G., & Sleet, R. J. (1978). Staff and student expectations of some under-graduate mathematics courses. International Journal of Mathematical Education in Science and Technology, 9 (2), 239–247. https://doi.org/10.1080/0020739780090213

• Shannon, A. G. (1991). Shrewd guessing in problem-solving. International Journal of Mathematical Education in Science and Technology, 22 (1), 144–147.

• Shannon, A.G. (1992). Pyramidal diophantine equations. International Journal of Mathematical Education in Science and Technology, 23 (4), 631–632.

• Shannon, A. G., & Atanassov K. T. (2002). Introduction to the difference calculus through the Fibonacci numbers. International Journal of Mathematical Education in Science and Technology, 33 (3), 456–465. https://doi.org/10.1080/002073902760047968

• Shannon, A. G., & Horadam A. F. (1994). Arrowhead curves in a tree of Pythagorean triples, International Journal of Mathematical Education in Science and Technology, 25 (2):255–261. https://doi.org/10.1080/0020739940250212

• Shannon, A. G., & Melham, R. S. (1995). Extended and generalized Fibonacci polynomials, International Journal of Mathematical Education in Science and Technology, 26 (2), 296–300.

• Shannon, A. G., & Leyendekkers, J. V. (2012). Pythagorean Fibonacci patterns. International Journal of Mathematical Education in Science and Technology, 43 (4):554–559. https://doi.org/10.1080/ 0020739X.2011.599880

• Shannon, A. G., Anderson, P. G., & Horadam, A. F. (2006). Properties of Cordonnier, Perrin and Van der Laan numbers. International Journal of Mathematical Education in Science and Technology, 37 (7), 825–831. https://doi.org/10.1080/00207390600712554

• Shannon, A. G., Horadam, A. F., & Loh R. P. (1999). Another functional equation related to the trigonometric functions. International Journal of Mathematical Education in Science and Technology, 30 (3), 468–472.

• Shannon, A. G., Wong, C. K., Vora, J., & Owens, D. R. (1995). Radioactive labelled insulin kinetics. International Journal of Mathematical Education in Science and Technology, 26 (2), 329–335. https://doi.org/10.1080/0020739950260303

• Sleet, R. J., Shannon, A. G., & Irvine B. (1987). A systematic approach to solving closed problems. International Journal of Mathematical Education in Science and Technology, 18 (3), 705–715. https://doi.org/10.1080/0020739870180511

• Turner, J. C., & Shannon, A. G. (1993). On an inhomogeneous, non-linear, second-order recurrence relation. International Journal of Mathematical Education in Science and Technology, 24 (2):324–327.

Co-authors

Anderson, P.G. [USA]

Atanassov, K.T. [Bulgaria]

Clark, B.E. [England]

Deveci, O. [Turkey]

Del Popolo, S. [Australia]

Godwin, D.C. [Papua New Guinea]

Horadam, A.F. [Australia]

Hristozov, I. [Bulgaria]

Irvine, B,C. [Australia]

Iskov, G.H. [Australia]

Kim, S-K. [Korea]

Kwan, P.R.K. [Hong Kong]

Leyendekkers, J.V. [Australia]

Loh, R.P. [Australia]

Melham, R.S. [Australia]

Ollerton, R.L. [Australia]

Owens, D.R. [Wales]

Pencheva, T [Bulgaria]

Pruitt, K. [USA]

Sleet, R.J. [Australia]

Turner, J.C. [New Zealand]

Vora, J. [India]

Wong, C.K. [Taiwan]