Bøger i Mathematics Education Library serien

This book offers an exploration of tools and mathematics and issues in mathematics education related to tool use, from pre-history to future directions in the field. It includes coverage of curriculum, assessment, and policy design.

This book develops the theoretical perspective on visuospatial reasoning in ecocultural contexts, granting insights on how the language, gestures, and representations of different cultures reflect visuospatial reasoning in context.

Language can be both a support and a hindrance to students' learning of mathematics. This book identifies some of the challenges - political, mathematical, community based, and pedagogical - to the mathematics register, faced by an Indigenous school.

This book focuses on how major curriculum reform shapes mathematics in schools and the practice of mathematics teachers. It details in real time the complete life span of the implementation of a major government numeracy programme and its effect on teachers.

Connecting relevant research on visualization and mathematics education, this volume explores the role of visual thinking and reasoning in mathematical concepts, processes, and symbols, among learners. These studies highlight areas of improvement in math education.

Dialogue and Learning in Mathematics Education is concerned with communication in mathematics class-rooms. Both are considered important for a theory of learning mathematics. Thus a theory of learning mathematics is developed which is resonant with critical mathematics education.

This book takes a theoretical perspective on the study of school algebra, in which both semiotics and history occur. The book gives priority to "meaning in use" over "formal meaning". These approaches and others of similar nature lead to a focus on competence rather than a user's activity with mathematical language.

This book presents the reader with a comprehensive overview of the major findings of the recent research on the illusion of linearity. It discusses: how the illusion of linearity appears in diverse domains of mathematics and science; and how the illusion of linearity can be remedied.

This book offers a new conceptual framework for reflecting on the role of information and communication technology in mathematics education. Building on examples, research and theory, the authors propose that knowledge is not constructed solely by humans, but by collectives of humans and technologies of intelligence.

Everyday mathematical ideas are expressed differently in different languages. This book probes those differences and explores their implications for mathematics education, arguing for alternatives to how we teach and learn mathematics.

This book presents an institutional study located at the intersection mathematics education and vocational education.

She provides a sharp analysis and strong theoretical grounding, pulling together research related to the relationship between language and mathematics, communicating mathematics, and mathematics in bi-/multilingual settings and offers a direct challenge to dominant research on communication in mathematics classrooms.

Based on interviews, observations and surveys conducted in Australia, South Africa, Northern Ireland, Canada and Brunei, this book investigates the experiences and views of students and graduates in the process of seeking their identities as mathematicians.

In writing the present book I have had in mind the following objectives: - To propose a theoretical, comprehensive view of the domain of intuition. Most of the existing monographs in the field of intuition are mainly concerned with theoretical debates - definitions, philosophical attitudes, historical considerations.

The present publication Three Dimensions has three aims: to give a picture of the goals Wiskobas set for future mathematics education, at the same time to show how such goals can be described, and to show the theoretical framework of the Wiskobas curriculum.

The pivot of their theory is the idea of webbing, which explains how someone struggling with a new mathematical idea can draw on supportive knowledge, and reconciles the individual's role in mathematical learning with the part played by epistemological, social and cultural forces.

It is amazing that the usual reply to being introduced to a mathematician is a stumbling apology about how bad someone is at mathematics, no matter how good they may be in reality.

The launch ofa new book series is always a challenging eventn ot only for the Editorial Board and the Publisher, but also, and more particularly, for the first author.

In some societies the new ideas have to justify their adoption in the face to the old, tried and tested ideas. (Better the devil you know than the devil you don't!) In other societies the old ways have to justify their continuation in the face of the new, promising and exciting ideas.

This book presents a research focus on diversity and inclusivity in mathematics education. If we in mathematics education seek to challenge that status quo, more research must be focussed not just on diversity but also on the inclusivity, of practices in mathematics education.

Pursuing Excellence in Mathematics Education

`Contemporary thinking on philosophy and the social sciences has been dominated by analyses that emphasise the importance of language in understanding societies and individuals functioning within them;

This book explores the connection between the ways people speak in mathematics classrooms and their opportunities to learn mathematics. The words spoken, heard, written and read in mathematics classrooms shape students' sense of what mathematics is and of what people can do with mathematics.

This book presents a research focus on diversity and inclusivity in mathematics education. If we in mathematics education seek to challenge that status quo, more research must be focussed not just on diversity but also on the inclusivity, of practices in mathematics education.

This book explores the option of building on symbolizing, modeling and tool use as personally meaningful activities of students. and the dimension of the theoretical framework of the researcher: varying from constructivism, to activity theory, cognitive psychology and instructional-design theory.

Combinatorics and Reasoning: Representing, Justifying and Building Isomorphisms is based on the accomplishments of a cohort group of learners from first grade through high school and beyond, concentrating on their work on a set of combinatorics tasks.

In this book, the author discusses a modern concept of general education that then helps to clarify both curricular and pedagogical deficits involved in conventional mathematics instruction.