This new and updated second edition of Debates in Mathematics Education explores the major issues that mathematics teachers encounter in their daily lives. By engaging with established and contemporary debates, this volume promotes and supports critical reflection and aims to stimulate both novice and experienced teachers to reach informed judgements and argue their point of view with deeper theoretical knowledge and understanding.
Divided into five accessible sections, this book investigates and offers fresh insight into topics of central importance in mathematics education, with this second edition including new discussions and chapters on:
- Classic and contemporary issues of pedagogy, politics, philosophy and sociology of mathematics education
- International comparisons of achievement
- Digital technologies for teaching
- Mastery in mathematics
- Pop culture and mathematics
- Whether mathematics can be harmful
Designed to stimulate discussion and support you in your own research, writing and practice through suggested questions and activities throughout, Debates in Mathematics Education will be a valuable resource for any student or practising teacher, and those engaged in initial teacher education, continuing professional development or Master's level study. This book also has much to offer to those leading mathematics departments in schools and initial teacher education programmes, and to beginning doctoral students looking for a survey of the field of mathematics education research.
Table of Contents
List of Illustrations
List of Contributors
Introduction to the series
Introduction to the volume
Preface: Welcome to the second edition of Debates in Mathematics Education
SECTION ONE: DEBATES ABOUT INTERNATIONAL COMPARISONS
- Learning About Mathematics Teaching From Other Countries
- Mathematics Education In Translation: Mastery, Policy and Evidence
- The Dark Side of Mathematics: Damaging Effects Of The Overvaluation Of Mathematics
- School Mathematics As Social Classification
- Ability Thinking
- Pedagogical Possibilities For All Attainment Teaching
- Should ‘Teaching For Understanding’ Be The Pinnacle Of Mathematics Education?
- Mathematics, Gender And Normativity
- The Financial Crisis, Popular Culture And Maths Education
- Planning For The Unexpected: Working Within Symbolically Structured Environments
- Effective Questioning And Responding In The Mathematics Classroom
- Debates In Task Design
- Fake News, Artificial Intelligence, Mobile Divisions, Likely Futures? Debates On Digital Technologies In Mathematics Education
- Mental Maths: Just About What We Do In Our Heads?
- The Role Of Examples In Mathematics Teaching
- Mathematics And Politics? Climate Change In The Mathematics Classroom
- Mathematical Literacy: What Is It? And Is It Important?
- History Of Mathematics In And For The Curriculum
- Formative Assessment In Mathematics Education: Key Debates
- The Fitness And Impact Of GCSE Mathematics Examinations
- Choosing The Future: Which Mathematics?
SECTION TWO: DEBATES ABOUT SOCIAL JUSTICE
Peter Gates and Andy Noyes
Mark Boylan and Hilary Povey
Mark McCormack and Luis E. Morales
SECTION THREE: DEBATES ABOUT CLASSROOM MATTERS
Alf Coles and Nathalie Sinclair
Gwen Ineson and Sunita Babbar
SECTION FOUR: DEBATES ABOUT MATHEMATICS TEACHING AND SOCIAL CONTENT
SECTION FIVE: DEBATES ABOUT ASSESSMENT
Alison Barnes & Rachel Marks
Gwen Ineson is a senior lecturer in Mathematics Education at Brunel University London, UK, where she is director of postgraduate research and responsible for the primary mathematics programme.
Hilary Povey is Professor Emerita in Mathematics Education at Sheffield Hallam University, UK, where she is engaged in research, professional writing and curriculum development.