Books in the Mathematics Education Library series

This book offers an exploration of tools and mathematics and issues in mathematics education related to tool use, from pre-history to future directions in the field. It includes coverage of curriculum, assessment, and policy design.

This book develops the theoretical perspective on visuospatial reasoning in ecocultural contexts, granting insights on how the language, gestures, and representations of different cultures reflect visuospatial reasoning in context.

Language can be both a support and a hindrance to students' learning of mathematics. This book identifies some of the challenges - political, mathematical, community based, and pedagogical - to the mathematics register, faced by an Indigenous school.

This book focuses on how major curriculum reform shapes mathematics in schools and the practice of mathematics teachers. It details in real time the complete life span of the implementation of a major government numeracy programme and its effect on teachers.

Dialogue and Learning in Mathematics Education is concerned with communication in mathematics class-rooms. Both are considered important for a theory of learning mathematics. Thus a theory of learning mathematics is developed which is resonant with critical mathematics education.

Everyday mathematical ideas are expressed differently in different languages. This book probes those differences and explores their implications for mathematics education, arguing for alternatives to how we teach and learn mathematics.

This book presents an institutional study located at the intersection mathematics education and vocational education.

In writing the present book I have had in mind the following objectives: - To propose a theoretical, comprehensive view of the domain of intuition. Most of the existing monographs in the field of intuition are mainly concerned with theoretical debates - definitions, philosophical attitudes, historical considerations.

The present publication Three Dimensions has three aims: to give a picture of the goals Wiskobas set for future mathematics education, at the same time to show how such goals can be described, and to show the theoretical framework of the Wiskobas curriculum.

The pivot of their theory is the idea of webbing, which explains how someone struggling with a new mathematical idea can draw on supportive knowledge, and reconciles the individual's role in mathematical learning with the part played by epistemological, social and cultural forces.

It is amazing that the usual reply to being introduced to a mathematician is a stumbling apology about how bad someone is at mathematics, no matter how good they may be in reality.

The launch ofa new book series is always a challenging eventn ot only for the Editorial Board and the Publisher, but also, and more particularly, for the first author.

`Contemporary thinking on philosophy and the social sciences has been dominated by analyses that emphasise the importance of language in understanding societies and individuals functioning within them;

This book presents a research focus on diversity and inclusivity in mathematics education. If we in mathematics education seek to challenge that status quo, more research must be focussed not just on diversity but also on the inclusivity, of practices in mathematics education.

In this book, the author discusses a modern concept of general education that then helps to clarify both curricular and pedagogical deficits involved in conventional mathematics instruction.

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.

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.

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.

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 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.

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

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.

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.

The Construction of New Mathematical Knowledge in Classroom Interaction deals with the very specific characteristics of mathematical communication in the classroom.

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.