Handbook of International Research in Mathematics Education: 2nd Edition (Hardback) book cover

Handbook of International Research in Mathematics Education

2nd Edition

Edited by Lyn D. English, David Kirshner

© 2008 – Routledge

928 pages

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Paperback: 9780805858761
pub: 2008-06-19
Hardback: 9780805858754
pub: 2008-06-19
eBook (VitalSource) : 9780203930236
pub: 2010-04-02
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About the Book

The second edition continues the mission of bringing together important new mathematics education research that makes a difference in both theory and practice. It updates and extends the Handbook’s original key themes and issues for international research in mathematics education for the 21st century, namely:

  • priorities in international mathematics education research
  • lifelong democratic access to powerful mathematical ideas
  • advances in research methodologies
  • influences of advanced technologies.

Each of these themes is examined in terms of learners, teachers, and learning contexts, with theory development being an important component of all these aspects. This edition also examines other catalysts that have gained increased import in recent years including a stronger focus on the teacher and teacher practice, a renewed interest in theory development, an increased focus on the mathematics needed in work place settings, and a proliferation of research designs and methodologies that have provided unprecedented opportunities for investigating (and ultimately improving) mathematical teaching and learning. This edition includes ten totally new chapters; all other chapters are thoroughly revised and updated.

Table of Contents

Section 1: Priorities in International Mathematics Education Research 1. Priority Themes and Issues in International Research in Mathematics Education 2. Democratic Access to Mathematics Through Democratic Education 3. On the Purpose of Mathematics Education Research: Making Productive Contributions to Policy and Practice 4. Introductory Chapter on Technology Section 2: Lifelong democratic access to Powerful Mathematical Ideas Part A: Learning and Teaching 5. Young Children's Access to Powerful Mathematical Ideas 6. Elementary/Primary School Students' Access to Powerful Mathematical Ideas 7. Mathematics Learning in the Middle School/Junior Secondary School: Students’ Access to Powerful Mathematical Ideas 8. Advanced Mathematical Thinking with Special Reference to Reflection on Mathematical Structure 9. Representation in Mathematical Learning and Problem Solving 10. Lifelong Learning of Mathematics Teachers 11. Preservice Mathematics Teacher Education 12. Developing Mastery of Natural Language: Theoretical Aspects of Mathematics Part B: Learning Contexts and Policy Issues 13. Access and Opportunity: the Political and Social Context of Mathematics Education 14. Democratic Access to Powerful Mathematics Within Developing Countries 15. Mathematics Learning in Out-of-School Contexts : A Cultural Psychology Perspective 16. Research, Reform, and Times of Change 17. Democratic Access to Powerful Mathematics Ideas 18. Relationships Build Reform: Treating Classroom Research as Emergent Systems 19. Research Methods in (Mathematics) Education Section 3: Advances in Research Methodologies 20. Research Design in Mathematics Education: Focusing on Design Experiments 21. Funding Mathematics Education Research: Three Challenges, One Continuum and a Metaphor 22. The Problematic Relationship between Theory and Practice 23. Linking Researching with Teaching:Towards Synergy of Scholarly and Craft Knowledge 24. Linking Research and Curriculum Development 25. Historical Conceptual Developments and the Teaching of Mathematics: Rethinking the Philogenesis and Ontongenesis 26. Culture and Cognition: Towards an Anthropology of Mathematical Thinking 27. Political Union / Mathematics Educational Disunion: Building Bridges in European Theoretical Traditions Section 4: Influences of Advanced Technologies 28. Developing New Notations for a Learnable Mathematics in the Computational Era 29. Chapter Addressing Embodied Cognition 30. Chapter Addressing Semiotic Mediation 31. Mathematics Curriculum Development in Computerized Environments as a Designer-Teacher-Learner-Activity 32. Flux in School Algebra: Curricular Change, Graphing Echnology, and Research on Student Learning and Teacher Knowledge 33. Technological Advances and Learning Environments 34. Future Issues and Directions in International Mathematics Education Research

About the Editors

Lyn D. English is currently Professor of Mathematics Education at the Queensland University of Technology, Australia. She is an elected Fellow of The Academy of the Social Sciences in Australia, and founding editor of Mathematical Thinking and Learning: An International Journal.

Subject Categories

BISAC Subject Codes/Headings:
EDUCATION / Teaching Methods & Materials / Mathematics
EDUCATION / Teaching Methods & Materials / Science & Technology