Ebook: Third International Handbook of Mathematics Education
- Tags: Mathematics general, Educational Policy and Politics, Social Sciences general, Educational Psychology, Educational Philosophy, International and Comparative Education
- Series: Springer International Handbooks of Education 27
- Year: 2013
- Publisher: Springer-Verlag New York
- Edition: 1
- Language: English
- pdf
The four sections in this Third International Handbook are concerned with: (a) social, political and cultural dimensions in mathematics education; (b) mathematics education as a field of study; (c) technology in the mathematics curriculum; and (d) international perspectives on mathematics education. These themes are taken up by 84 internationally-recognized scholars, based in 26 different nations. Each of section is structured on the basis of past, present and future aspects. The first chapter in a section provides historical perspectives (“How did we get to where we are now?”); the middle chapters in a section analyze present-day key issues and themes (“Where are we now, and what recent events have been especially significant?”); and the final chapter in a section reflects on policy matters (“Where are we going, and what should we do?”). Readership: Teachers, mathematics educators, ed.policy makers, mathematicians, graduate students, undergraduate students. Large set of authoritative, international authors.
This entirely new Third International Handbook of Mathematics Education comprises 31 chapters which have been written by a total of 84 different authors representing 26 nations, each a recognized expert in the field.
Comprised of four sections: Social, Political and Cultural Dimensions in Mathematics Education; Mathematics Education as a Field of Study; Technology in the Mathematics Curriculum; and International Perspectives on Mathematics Education, this Third Handbook offers essential reading for all persons interested in the future of mathematics education. The authors present challenging international perspectives on the history of mathematics education, current issues, and future directions.
What makes this Handbook unique is its structure. Each section covers past, present and future aspects of mathematics education.
- The first chapter in each section identifies and analyzes historical antecedents
- The “middle” chapters draw attention to present-day key issues and themes
- The final chapter in each section reflect on policy matters and future directions
We are in an unprecedented era of globalization in education, and this Handbook provides an impressive example of the kind of collaboration needed if we are to make progress on key issues facing mathematics education.
This entirely new Third International Handbook of Mathematics Education comprises 31 chapters which have been written by a total of 84 different authors representing 26 nations, each a recognized expert in the field.
Comprised of four sections: Social, Political and Cultural Dimensions in Mathematics Education; Mathematics Education as a Field of Study; Technology in the Mathematics Curriculum; and International Perspectives on Mathematics Education, this Third Handbook offers essential reading for all persons interested in the future of mathematics education. The authors present challenging international perspectives on the history of mathematics education, current issues, and future directions.
What makes this Handbook unique is its structure. Each section covers past, present and future aspects of mathematics education.
- The first chapter in each section identifies and analyzes historical antecedents
- The “middle” chapters draw attention to present-day key issues and themes
- The final chapter in each section reflect on policy matters and future directions
We are in an unprecedented era of globalization in education, and this Handbook provides an impressive example of the kind of collaboration needed if we are to make progress on key issues facing mathematics education.
Content:
Front Matter....Pages i-xvi
Front Matter....Pages 1-5
From the Few to the Many: Historical Perspectives on Who Should Learn Mathematics....Pages 7-40
Theories for Studying Social, Political and Cultural Dimensions of Mathematics Education....Pages 41-67
Understanding and Overcoming “Disadvantage” in Learning Mathematics....Pages 69-100
Beyond Deficit Models of Learning Mathematics: Socio-cultural Directions for Change and Research....Pages 101-144
Studying Learners in Intercultural Contexts....Pages 145-167
Learners in Transition Between Contexts....Pages 169-201
Critical Perspectives on Adults’ Mathematics Education....Pages 203-242
The Politics of Equity and Access in Teaching and Learning Mathematics....Pages 243-263
Front Matter....Pages 265-271
From Mathematics and Education, to Mathematics Education....Pages 273-302
Theories in Mathematics Education: Some Developments and Ways Forward....Pages 303-325
Research Methods in Mathematics Teacher Education....Pages 327-360
Linking Research to Practice: Teachers as Key Stakeholders in Mathematics Education Research....Pages 361-392
Teachers Learning from Teachers....Pages 393-430
Developing Mathematics Educators....Pages 431-457
Institutional Contexts for Research in Mathematics Education....Pages 459-484
Policy Implications of Developing Mathematics Education Research....Pages 485-515
Front Matter....Pages 517-524
From the Slate to the Web: Technology in the Mathematics Curriculum....Pages 525-547
Modelling with Mathematics and Technologies....Pages 549-569
Technology and the Role of Proof: The Case of Dynamic Geometry....Pages 571-596
How Might Computer Algebra Systems Change the Role of Algebra in the School Curriculum?....Pages 597-641
Front Matter....Pages 517-524
Technology for Enhancing Statistical Reasoning at the School Level....Pages 643-689
Learning with the Use of the Internet....Pages 691-720
Technology and Assessment in Mathematics....Pages 721-751
Technology-Driven Developments and Policy Implications for Mathematics Education....Pages 753-789
Front Matter....Pages 791-795
From the Local to the International in Mathematics Education....Pages 797-826
International Collaborative Studies in Mathematics Education....Pages 827-860
Influence of International Studies of Student Achievement on Mathematics Teaching and Learning....Pages 861-900
International Organizations in Mathematics Education....Pages 901-947
Toward an International Mathematics Curriculum....Pages 949-974
Methods for Studying Mathematics Teaching and Learning Internationally....Pages 975-1008
Implications of International Studies for National and Local Policy in Mathematics Education....Pages 1009-1042
Back Matter....Pages 1043-1120
This entirely new Third International Handbook of Mathematics Education comprises 31 chapters which have been written by a total of 84 different authors representing 26 nations, each a recognized expert in the field.
Comprised of four sections: Social, Political and Cultural Dimensions in Mathematics Education; Mathematics Education as a Field of Study; Technology in the Mathematics Curriculum; and International Perspectives on Mathematics Education, this Third Handbook offers essential reading for all persons interested in the future of mathematics education. The authors present challenging international perspectives on the history of mathematics education, current issues, and future directions.
What makes this Handbook unique is its structure. Each section covers past, present and future aspects of mathematics education.
- The first chapter in each section identifies and analyzes historical antecedents
- The “middle” chapters draw attention to present-day key issues and themes
- The final chapter in each section reflect on policy matters and future directions
We are in an unprecedented era of globalization in education, and this Handbook provides an impressive example of the kind of collaboration needed if we are to make progress on key issues facing mathematics education.
Content:
Front Matter....Pages i-xvi
Front Matter....Pages 1-5
From the Few to the Many: Historical Perspectives on Who Should Learn Mathematics....Pages 7-40
Theories for Studying Social, Political and Cultural Dimensions of Mathematics Education....Pages 41-67
Understanding and Overcoming “Disadvantage” in Learning Mathematics....Pages 69-100
Beyond Deficit Models of Learning Mathematics: Socio-cultural Directions for Change and Research....Pages 101-144
Studying Learners in Intercultural Contexts....Pages 145-167
Learners in Transition Between Contexts....Pages 169-201
Critical Perspectives on Adults’ Mathematics Education....Pages 203-242
The Politics of Equity and Access in Teaching and Learning Mathematics....Pages 243-263
Front Matter....Pages 265-271
From Mathematics and Education, to Mathematics Education....Pages 273-302
Theories in Mathematics Education: Some Developments and Ways Forward....Pages 303-325
Research Methods in Mathematics Teacher Education....Pages 327-360
Linking Research to Practice: Teachers as Key Stakeholders in Mathematics Education Research....Pages 361-392
Teachers Learning from Teachers....Pages 393-430
Developing Mathematics Educators....Pages 431-457
Institutional Contexts for Research in Mathematics Education....Pages 459-484
Policy Implications of Developing Mathematics Education Research....Pages 485-515
Front Matter....Pages 517-524
From the Slate to the Web: Technology in the Mathematics Curriculum....Pages 525-547
Modelling with Mathematics and Technologies....Pages 549-569
Technology and the Role of Proof: The Case of Dynamic Geometry....Pages 571-596
How Might Computer Algebra Systems Change the Role of Algebra in the School Curriculum?....Pages 597-641
Front Matter....Pages 517-524
Technology for Enhancing Statistical Reasoning at the School Level....Pages 643-689
Learning with the Use of the Internet....Pages 691-720
Technology and Assessment in Mathematics....Pages 721-751
Technology-Driven Developments and Policy Implications for Mathematics Education....Pages 753-789
Front Matter....Pages 791-795
From the Local to the International in Mathematics Education....Pages 797-826
International Collaborative Studies in Mathematics Education....Pages 827-860
Influence of International Studies of Student Achievement on Mathematics Teaching and Learning....Pages 861-900
International Organizations in Mathematics Education....Pages 901-947
Toward an International Mathematics Curriculum....Pages 949-974
Methods for Studying Mathematics Teaching and Learning Internationally....Pages 975-1008
Implications of International Studies for National and Local Policy in Mathematics Education....Pages 1009-1042
Back Matter....Pages 1043-1120
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