Bøger i Mathematics Education Library serien

This book confronts the issue of how young people can find a way into the world of algebra. It represents multiple perspectives which include an analysis of situations in which algebra is an efficient problem-solving tool, the use of computer-based technologies, and a consideration of the historical evolution of algebra.

This is the first book to explore adult mathematics education. It aims to situate research and practice in adults learning mathematics within the wider field of lifelong learning and lifelong education. Topics covered include: mathematics and common sense; new theories on learning mathematics; mathematical competences for the workplace;

This book is of interest to mathematics educators, researchers in mathematics education, gender, social justice, equity and democracy in education; It thus interrogates and develops theoretical research tools for mathematics education and provides ideas for practice in mathematics classrooms.

It gathers texts which give the best presentation of the principles and key concepts of the Theory of Didactical Situations that Guy Brousseau developed in the period from 1970 to 1990.

Social constructivism is just one view of learning that places emphasis on the social aspects of learning.

It was intended that when Newspeak had been adopted once and for all and Oldspeak forgotten, a heretical thought - that is, a thought diverging from the principles of Ingsoc - should be literally unthink able, at least as far as thought is dependent on words.

Mathematics teaching and learning have been dominated by a concern for the intellectual readiness of the child, debates over rote learning versus understanding and, recently, mathematical processes and thinking.

They address questions raised by the recurrent observation that, all too frequently, the present ways and means of teaching mathematics generate in the student a lasting aversion against numbers, rather than an understanding of the useful and sometimes enchanting things one can do with them.

This book is a product of love and respect. Their invitation to me to write this Preface e- bles me to pay my respects to the great man, although I am probably incurring his wrath for writing a Preface for his book without his permission!

Exploring Probability in School provides a new perspective into research on the teaching and learning of probability.

This timely volume raises issues concerning the nature of school mathematics and mathematics at work, and the challenges of teaching valuable mathematics in school and providing appropriate training for a variety of careers. It offers lively commentaries on important `hot' topics: transferring knowledge and skill across contexts;

This book has been written to fIll a substantial gap in the current literature in mathemat ical education. we have deliberately avoided descriptive statistics as it is a separate area and would have made ideas less coherent and the book excessively long.

This is the first book to explore adult mathematics education. It aims to situate research and practice in adults learning mathematics within the wider field of lifelong learning and lifelong education. Topics covered include: mathematics and common sense; new theories on learning mathematics; mathematical competences for the workplace;

An innovative contribution to educational research is to be found in this book. The book addresses the need to generate texts that assist educators and future educators in taking up new research and making sense of it. The book will appeal to teacher educators, student teachers, and mathematics education researchers alike.

This book draws together a range of papers by experienced writers in mathematics education who have used the concept of situated cognition in their research within recent years. No other books are available which take this view specifically in mathematics education.

This book brings together diverse recent developments exploring the philosophy of mathematics in education. The unique combination of ethnomathematics, philosophy, history, education, statistics and mathematics offers a variety of different perspectives from which existing boundaries in mathematics education can be extended.

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.

Mathematics education research as a discipline is situated at the confluence of an array of diffuse' seemingly incommensurable' and radically divergent discourses.

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.

Our objective is to publish a book that lays out the theoretical constructs and research methodologies within mathematics education that have been developed by Paul Cobb and explains the process of their development.

The issues to be examined in Mathematical Knowledge in Teaching are of considerable significance in addressing global aspirations to raise standards of teaching and learning in mathematics by developing more effective approaches to characterizing, assessing and developing mathematical knowledge for teaching.

The issues to be examined in Mathematical Knowledge in Teaching are of considerable significance in addressing global aspirations to raise standards of teaching and learning in mathematics by developing more effective approaches to characterizing, assessing and developing mathematical knowledge for teaching.

Our objective is to publish a book that lays out the theoretical constructs and research methodologies within mathematics education that have been developed by Paul Cobb and explains the process of their development.

This book discusses mathematics learners in transition and their practices in different contexts; Providing both empirical studies and significant theoretical reflections, it will appeal to researchers and postgraduate students in mathematics education, cultural psychology, multicultural education, immigrant and indigenous education.

This book presents the state-of-the-art research on the teaching and learning of linear algebra in the first year of university, in an international perspective. It provides university teachers in charge of linear algebra courses with a wide range of information from works including theoretical and experimental issues.

A significant driver of recent growth in the use of mathematics in the professions has been the support brought by new technologies. These changes have produced a marked evolution in the professional practice of mathematics, an evolution which has not yet provoked a corresponding adaptation in mathematical education, particularly at school level.