Editorial

Javier  Diez-Palomar

doi:10.17583/redimat.10608

Authors

Javier Diez-Palomar Universitat de Barcelona

https://doi.org/10.17583/redimat.10608

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Author Biography

Javier Diez-Palomar, Universitat de Barcelona

Dr. Javier Díez-Palomar. Associate professor in de department of Science and Mathematics Education, at the University of Barcelona. Member of CREA, Community of Research for Excellence for All. Member of GRESUD (Research Group in Education to Overcome Inequalities), consolidated research center recognized by the Catalan Government (AGAUR). President since 2019 of the Asociación Multidisciplinar de Investigación Educativa [Association of Multidisciplinar Educational Research] AMIE, which is member of WERA (World Educational Research Association). Permanent member representing Spain in the Commission Internationale pour l’Ètude et l’Amélioritation de l’Enseignement des Mathématiques (CIEAEM) since 2012. Link convenor of the network 24 (Research in Mathematics Education) in ECER (European Conference of Educational Research), from 2014 until 2018. He is also member of the Numeracy Expert Group (OECD) working at the PIAAC survey (2018-2023). Chief editor for REDIMAT-Journal of Research in Mathematics Education and former chief editor and current member of the Editorial Board for the Adults Learning Mathematics: An International Journal. Dr. Díez-Palomar has been a Fulbright Visitor Scholar (post-doctoral) in the Department of Mathematics at The University of Arizona from 2005 to 2007, where collaborated as researcher and member of CEMELA, Center for the Mathematics Education of Latinos/as, lead by The University of Arizona, and with the contribution of University of Illinois at Chicago, University of California, Santa Cruz, and The University of New Mexico. Co-ordinator of the research group Parents involved in Mathematics Education. He has been visiting scholar in a number of universities, including University of Illinois at Chicago (2011), The University of Melbourne (2015 and 2019), Stanford University (2016) and Harvard University (2000). Member of several international research associations, such as the American Educational Research Association (AERA) since 2005; the Associación Multidisciplinar de Investigación Educativa (AMIE) since 2012; the Adults Learning Mathematics association (where he is also member of the Steering Committee) since 2004; the International Group for the Psychology of Mathematics Education (IGPME), since 2013; and the Societat Española de Investigación en Educación Matemática (SEIEM), since 2011. He is member of the ALM Trustees Committee (2020-2021). He has served as member of the Working Group on Adult Mathematics Education at CERME11 and CERME12. Dr. Díez-Palomar has been principal investigator for a number of research projects, including FAMA - Family Math for Adult Learners (Grundtvig Program, European Commission), InBalance - Mathematics Standards for Adult Learners (Grundtvig, European Commission), Desarrollo de la competencia en análisis didáctico en la formación inicial de profesores de matemáticas de primaria y de secundaria. Su impacto en otras competencias (ref. EDU2015-64646-P, Spanish RTD project), Math, Science and Technology for All: Evidence-based learning environments for the 21st century (RecerCaixa), Use of the Lesson Study and the Concept of Didactic Suitability in the Development of the Competence in Analysis and Didactical Intervention in the Frame of Mathematics Teachers’ Training (ref. PGC2018-098603-B-I00, Spanish RTD project), among others. He has also participated as member of many other research projects, such as INCLUD-ED - Strategies for Inclusion and Social Cohesion in Europe from Education (FP6-028603-2, European Commission), CENF (Common European Numeracy Framework, Erasmus +), among others.

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