Dear Colleagues,

This Special Issue of Mathematics will be devoted to the role of information and communication technologies (ICT) in STEM (Science, Technology, Engineering, Mathematics) education, which was very important during the pandemic situation of Covid-19 at universities.

The inclusion of ICT has a potential transformative effect on education. Firstly, it enhances science education by understanding complex or remote concepts via visualization, using inquiry-based learning and different kinds of models, and facilitating the creative processes, which are crucial in STEM education. Furthermore, ICT can support, mediate, and promote the 21st century skills required for effective creativity, cooperation, communication, and critical thinking.

It is important for each STEM discipline in education to build notions with better understanding for each learner. For example, in the case of mathematics, just like education in other subjects, mathematics education requires the crossing of boundaries between disciplines and depends on results and methods of considerably diverse fields, including mathematics, pedagogy, sociology, psychology, history of science and others. The core of mathematics education also covers following activities:

- analysis of mathematical activities and of mathematical ways of thinking,

- development of local theories (for example, on mathematizing, problem solving, proving and practicing skills),

- exploration of possible contents that focuses on making them accessible to learners,

- critical examination and justification of contents in view of the general goals of mathematics teaching,

- research into the pre-requisites of learning and into the teaching/learning processes,

- development and evaluation of substantial teaching units, classes of teaching units and curricula,

- development of methods for planning, teaching, observing and analyzing lessons, and

- inclusion of the history of mathematics education.

A similar situation takes place in the education of other subjects related to STEM school subjects (for example informatics, physics, biology, or chemistry education).

Prof. Dr. Vladimir Mityushev
Dr. Ján Guncaga
Guest Editors

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• Didactics of Mathematics and STEM Education
• 21st century skills in STEM Education
• Pandemic situation Covid-19 in the relationship to STEM Education
• Development of mathematizing, problem solving, proving and practising skills in relationship to STEM Education
• Using history of mathematics education and history of education in STEM Education