About the Book
This state-of-the-art Handbook brings together important mathematics education research that makes a difference in both theory and practice--research that:
anticipates problems and needed knowledge before they become impediments to progress;
interprets future-oriented problems into researchable issues;
presents the implications of research and theory development in forms that are useful to practitioners and policymakers; and
facilitates the development of research communities to focus on neglected priorities or strategic opportunities.
The volume represents a genuine attempt by contributors from around the world to advance the discipline, rather than simply review what has been done and what exists.
The Handbook was developed in response to a number of major global catalysts for change, including the impact of national and international mathematics comparative assessment studies; the social, cultural, economic, and political influences on mathematics education and research; the influence of progressively sophisticated and available technology; and the increasing globalization of mathematics education and research. From these catalysts have emerged specific priority themes and issues for mathematics education research in the 21st century. Three key themes were identified for attention in this volume:
life-long democratic access to powerful mathematical ideas;
advances in research methodologies; and
influences of advanced technologies.
Each of these themes is examined in terms of learners, teachers, and learning contexts, with theory development as an important component of all these aspects.
Dynamic and forward looking, the Handbook of International Research in Mathematics Education is distinguished by its focus on new and emerging theoretical models, perspectives, and research methodologies; its uniformly high standard of scholarship; and its emphasis on the international nature of mathematics education research. It is an essential volume for all researchers, professionals, and students interested in mathematics education research in particular and, more generally, in international developments and future directions in the broad field of educational research.
Table of Contents:
Contents: Preface. Part I: Priorities in International Mathematics Education Research. L. English, Priority Themes and Issues in International Research in Mathematics Education. C. Malloy, Democratic Access to Mathematics Through Democratic Education: An Introduction. R. Lesh, Research Design in Mathematics Education: Focusing on Design Experiments. J. Kaput, R. Noss, C. Hoyles, Developing New Notations for a Learnable Mathematics in the Computational Era. Part II: Lifelong Democratic Access to Powerful Mathematical Ideas. Section 1: Learning and Teaching. B. Perry, S. Dockett, Young Children's Access to Powerful Mathematical Ideas. G. Jones, C. Langrall, C. Thornton, S. Nisbet, Elementary Students' Access to Powerful Mathematical Ideas. T. Rojano, Mathematics Learning in the Junior Secondary School: Students' Access to Significant Mathematical Ideas. J. Momona-Downs, M. Downs, Advanced Mathematical Thinking With a Special Reference to Reflection on Mathematical Structure. G. Goldin, Representation in Mathematical Learning and Problem Solving. R. Even, D. Tirosh, Teacher Knowledge and Understanding of Students' Mathematical Learning. P. Boero, N. Douek P.L. Ferrari, Developing Mastery of Natural Language: Approaches to Theoretical Aspects of Mathematics. Section 2: Learning Contexts and Policy Issues. W. Tate, C. Rousseau, Access and Opportunity: The Political and Social Context of Mathematics Education. L. Moreno-Armella, D. Block, Democratic Access to Powerful Mathematics in a Developing Country. G. de Abreu, Mathematics Learning in Out-of-School Contexts: A Cultural Psychology Perspective. M. Amit, M. Fried, Research, Reform, and Times of Change. O. Skovsmose, P. Valero, Democratic Access to Powerful Mathematical Ideas. J. Middleton, D. Sawada, E. Judson, I. Bloom, J. Turley, Relationships Build Reform: Treating Classroom Research as Emergent Systems. Part III: Advances in Research Methodologies. A. Schoenfeld, Research Methods in (Mathematics) Education. F. Lester, Jr., D. Wiliam, On the Purpose of Mathematics Education Research: Making Productive Contributions to Policy and Practice. E. Hamilton, A.E. Kelly, F. Sloane, Funding Mathematics Education Research: Three Challenges, One Continuum, and a Metaphor. F. Arzarello, M.B. Bussi, O. Robutti, Time(s) in the Didactices of Mathematics: A Methodological Challenge. N. Malara, R. Zan, The Problematic Relationship Between Theory and Practice. K. Ruthven, Linking Researching With Teaching: Toward Synergy of Scholarly and Craft Knowledge. D. Clements, Linking Research and Curriculum Development. F. Furinghetti, L. Radford, Historical Conceptual Developments and the Teaching of Mathematics: From Philogenesis and Ontogenesis Theory to Classroom Practice. Part IV: Influences of Advanced Technologies. R. Hershkowitz, T. Dreyfus, D. Ben-Zvi, A. Friedlander, N. Hadas, T. Resnick, M. Tabach, B. Schwarz, Mathematics Curriculum Development for Computerized Environments: A Designer-Researcher-Teacher-Learner Activity. M.A. Mariotti, The Influence of Technological Advances on Students' Mathematics Learning. M. Yerushalmy, D. Chazan, Flux in School Algebra: Curricular Change, Graphing Technology, and Research on Student Learning and Teacher Knowledge. R. Bottino, G. Chiappini, Advanced Technology and Learning Environments: Their Relationships Within the Arithmetic Problem-Solving Domain. L. English, G. Jones, R. Lesh, D. Tirosh, M.B. Bussi, Future Issues and Directions in International Mathematics Education Research.
