Editorial

It is with great pleasure that, in this Issue, we have welcomed two new editors to Research in Mathematics Education (RME). Following an open call and a selection process organised by the executive of the British Society for Research into Learning Mathematics (BSRLM), Christian Bokhove and Jodie Hunter were both appointed as editors for three-year terms, joining Alf Coles and Jenni Ingram. Keith Jones and Laura Black have now both stepped down as editors and we are sure we speak for the whole of the BSRLM community in expressing our thanks for their work in helping this journal continue to establish itself in the international landscape. Alf will continue as editor until the end of the calendar year, by way of transition, at which point the editorial team will be Jenni, Christian and Jodie. We are also delighted that Eirini Geraniou has joined the editorial team as Book Reviews Editor. We believe Jodie is the first editor of RME to be based outside the UK and we are excited about what this will mean in terms of the diversity of work submitted to the journal and the range of reviewers on whom we call.

Regular readers of RME will have noticed that this is not a Special Issue, as Issue 2 has usually been. We are continuing our practice of having one Special Issue a year, however, some delays in article processes, as a result of Covid, led to our decision that the Special Issue will be in Issue 3 of this Volume. We are grateful to the efforts of the guest editors who are currently preparing articles for this Special Issue, around the theme: “Mathematics for “citizenship” and its “other” in a “global” world: Critical issues on mathematics education and globalization practices”. We anticipate returning to have Special Issues in Issue 2, from 2022. The Special Issue for 2022 has the title: “Innovating the Mathematics Curriculum in Precarious Times”.

As a journal, RME publishes occasional “position papers” and commentaries, for example, in 2018, Celia Hoyles wrote a position paper on digital technology (Hoyles, 2018), with a commentary by Paul Drijvers (2018). In this issue we are delighted to have a position paper by Kazak and Pratt (2021), on the role of modelling in the teaching and learning of probability, along with a commentary by Madden (2021). As editors we believe it is important that we publicly engage in scientific conversations. The format of a position paper and a response to this position, does exactly that and we hope these articles will provoke further writing and research on the important topic of modelling in probability. We welcome suggestions by readers of topics for future position papers.

Covid has resulted in BSRLM conferences moving online. While it is fantastic that these have been able to continue, we are sure we are not alone in missing face to face interaction with colleagues and friends, which we hope will return in the new academic year. Through these difficult times we are especially grateful to our reviewers and editorial board members for their timely work and for maintaining their commitment to the journal.