Handbook of International Research in Mathematics Education

Herausgeber: English, Lyn D; Kirshner, David

• Gebundenes Buch

Produktbeschreibung

This third edition of the Handbook of International Research in Mathematics Education provides a comprehensive overview of the most recent theoretical and practical developments in the field of mathematics education.

Produktdetails

• Verlag: Taylor & Francis
• 3rd edition
• Seitenzahl: 738
• Erscheinungstermin: 11. September 2015
• Englisch
• Abmessung: 257mm x 178mm x 43mm
• Gewicht: 1497g
• ISBN-13: 9780415832038
• ISBN-10: 0415832039
• Artikelnr.: 41607861

Autorenporträt

Lyn D. English is a professor of STEM in education within the Faculty of Education at Queensland University of Technology, Australia. She is a fellow of the Academy of the Social Sciences in Australia and the founding editor of the international journal Mathematical Thinking and Learning. David Kirshner is a professor in the School of Education at Louisiana State University, USA, and co-director of the Gordon A. Cain Center for Scientific, Mathematical, Engineering, and Technological Literacy at that institution.

Inhaltsangabe

Section 1. Priorities in International Mathematics Education Research.
Chapter 01. Changing Agendas in International Research in Mathematics
Education. Lyn D. English and David Kirshner. Chapter 02. Perspectives on
Priority Mathematics Education: Unpacking and Understanding a Complex
Relationship Linking Teacher Knowledge, Teaching, and Learning. Charalambos
Y. Charalambous and Demetra Pitta-Pantazi. Chapter 03. Approaches to
Embodied Learning in Mathematics. Susan Gerofsky. Chapter 04. Configuring
Learning Theory in Support of Teaching. David Kirshner. Section 2.
Democratic Access to Mathematics Learning. Chapter 05. Young Children's
Access to Powerful Mathematics Ideas: A Review of Current Challenges and
New Developments in the Early Years. Joan Moss, Catherine D. Bruce, and
Janette Bobis. Chapter 06. Powerful Ideas in Elementary School Mathematics.
David W. Carraher and Analúcia D. Schliemann. Chapter 07. Students' Access
to Mathematics Learning in the Middle and Junior Secondary Schools. Teresa
Rojano. Chapter 08. Mathematical Structure, Proof and Definition in
Advanced Mathematical Thinking. Joanna Mamona-Downs and Martin L. N. Downs.
Chapter 09. Reform as an Issue for Mathematics Education Research: Thinking
about Change, Communication, and Cooperation. Michael N. Fried and Miriam
Amit. Chapter 10. Prospective Mathematics Teachers' Learning and Knowledge
for Teaching. Joao Pedro Da Ponte and Olive Chapman. Chapter 11. Educating
Future Mathematics Education Professors. Jeremy Kilpatrick and Denise
Spangler. Section 3. Transformations in Learning Contexts. Chapter 12.
Problem Solving in a 21st Century Mathematics Curriculum. Lyn D. English
and Julie Gainsburg. Chapter 13. Critical Issues in Culture and Mathematics
Learning. Peter Appelbaum and Charoula Stathopoulou. Chapter 14.
Mathematics Education and Democracy: An Open Landscape of Tensions,
Uncertainties, and Challenges. Ole Skovsmose and Miriam Godoy
Penteado.Chapter 15. Toward a Sociology of Mathematics Education: Examining
Democratic Access in U.S. Schools. Celia Rousseau Anderson and William F.
Tate. Chapter 16. Mathematics Learning In and Out of School: Towards
Continuity or Discontinuity? Guida de Abreu and Sarah Crafter. Chapter 17.
Perspectives on Complex Systems in Mathematics Learning. Brent Davis and
Elaine Simmt. Section 4. Advances in Research Methodologies. Chapter 18.
Researching Mathematical Meanings for Teaching. Patrick W. Thompson.
Chapter 19. Measurement Challenges in Mathematics Education Research.
Rosemary Callingham. Chapter 20. Design Research: An Analysis and Critique.
Paul Cobb, Kara Jackson, and Charlotte Dunlap. Chapter 21. The Intertwining
of Theory and Practice: Influences on Ways of Teaching and Teachers'
Education. Annalisa Cusi and Nicolina A. Malara. Chapter 22. Knowledge
creation through dialogic interaction between the practices of teaching and
researching. Kenneth Ruthven and Simon Goodchild. Section 5. Influences of
Advanced Technologies. Chapter 23. Foundations For The Future: The
Potential of Multimodal Technologies for Learning Mathematics. Stephen
Hegedus and David O. Tall. Chapter 24. Statistical Software and Mathematics
Education: Affordances for Learning. Jane Watson and Noleine Fitzallen.
Chapter 25. The Use of Digital Technology in Mathematical Practices:
Reconciling Traditional and Emerging Approaches. Luis Moreno-Armella and
Manuel Santos-Trigo. Chapter 26. Computerized Environments in Mathematics
Classrooms: A Research-Design View. Rina Hershkowitz, Michal Tabach, and
Tommy Dreyfus. Chapter 27. E-textbooks in/for Teaching and Learning
Mathematics: A Potentially Transformative Educational Technology. Birgit
Pepin, Ghislaine Gueudet, Michal Yerushalmy, Luc Trouche, and Daniel I.
Chazan. Chapter 28. Digital Technologies in the Early Primary School
Classroom. Nathalie Sinclair and Anna Baccaglini-Frank. Final Comment.
Chapter 29. Mathematics Education Research: a strategic view. Hugh
Burkhardt.