Books in the Research in Mathematics Education series

Represents an analysis of the grade placement of mathematics learning goals across all state-level curriculum standards published as of May 2005. This volume documents the varied grade-level mathematics curriculum expectations in the US and highlights a general lack of consensus across states.

Research in mathematics teacher education as a distinctive field of inquiry has grown substantially over the past 10-15 years. Within this field there is emerging interest in how mathematics teacher educators (MTEs) themselves learn and develop. Until recently there were few published studies on this topic, and the processes by which mathematics teacher educators learn, and the forms of knowledge they require for effective practice, had not been systematically investigated. However, researchers in mathematics education are now beginning to investigate the development of MTE expertise and associated issues. This volume draws on the latest research and thinking in this area is therefore timely to stimulate future development and directions. It will survey the emerging field of inquiry in mathematics education, combining the work of established scholars with perspectives of newcomers to the field, with the aim of influencing development of the field, invite cross-cultural comparisons in becoming a mathematics teacher educator by highlighting issues in the development of MTEs in different countries, and examine the roles of both mathematics educators and mathematicians in preparing future teachers of mathematics. The primary audience will be university-based mathematics teacher educators and MTE researchers, and postgraduate research students who are seeking academic careers as MTEs. Additional interest may come from teacher educators in disciplines other than mathematics, and education policy makers responsible for accreditation and quality control of initial teacher education programs.

This book provides a common language for and makes connections between transfer research in mathematics education and transfer research in related fields. It generates renewed excitement for and increased visibility of transfer research, by showcasing and aggregating leading-edge research from the transfer research community.

Recent research in problem solving has shifted its focus to actual classroom implementation and what is really going on during problem solving when it is used regularly in classroom.

The purpose of this book is to collect, organize and disseminate collective wisdom with respect to designing, conducting, and publishing quality research in mathematics education.

Highlights international perspectives on curriculum and aims to broaden the wider mathematics education community's understandings of mathematics curriculum through viewing a variety of ways that curricula are developed, understood, and implemented in different jurisdictions/countries.

Highlights international perspectives on curriculum and aims to broaden the wider mathematics education community's understandings of mathematics curriculum through viewing a variety of ways that curricula are developed, understood, and implemented in different jurisdictions/countries.

Recent research in problem solving has shifted its focus to actual classroom implementation and what is really going on during problem solving when it is used regularly in classroom.

This critical volume responds to the enduring challenge in mathematics education of addressing the needs of marginalized students in school mathematics, and stems from the 2015 Annual Meeting of the North American Group of the Psychology of Mathematics Education (PME-NA). This timely analysis brings greater clarity and support to such challenges by narrowing in on four foci: theoretical and political perspectives toward equity and justice in mathematics education, identifying and connecting to family and community funds of knowledge, student learning and engagement in preK-12 mathematics classrooms, and supporting teachers in addressing the needs of marginalized learners. Each of these areas examines how race, class, culture, power, justice and mathematics teaching and learning intersect in mathematics education to sustain or disrupt inequities, and include contributions from scholars writing about mathematics education in diverse contexts. Included in the coverage:Disrupting policies and reforms to address the needs of marginalized learnersA socio-spatial framework for urban mathematics educationLinking literature on allywork to the work of mathematics teacher educatorsTransnational families' mathematical funds of knowledgeMultilingual and technological contexts for supporting learners' mathematical discoursePreservice teachers' strategies for teaching mathematics with English learnersToward Equity and Social Justice in Mathematics Education is of significant interest to mathematics teacher educators and mathematics education researchers currently addressing the needs of marginalized students in school mathematics. It is also relevant to teachers of related disciplines, administrators, and instructional designers interested in pushing our thinking and work toward equity and justice in mathematics education.

Over the past few decades there has been increased interest in how students and teachers think and learn about negative numbers from a variety of perspectives. In particular, there has been debate about when integers should be taught and how to teach them to best support students' learning. This book brings together recent work from researchers to illuminate the state of our understanding about issues related to integer addition and subtraction with a goal of highlighting how the variety of perspectives support each other or contribute to the field in unique ways.In particular, this book focuses on three main areas of integer work: students' thinking, models and metaphors, and teachers' thinking. Each chapter highlights a theoretically guided study centered on integer addition and subtraction. Internationally known scholars help connect the perspectives and offer additional insights through section commentaries. This book is an invaluable resource to those who are interested in mathematics education and numerical thinking.

This book reflects on the continuing development of teacher noticing through an exploration of the latest research. The authors and editors seek to clarify the construct of teacher noticing and its related branches and respond to challenges brought forth in earlier research.

This book collects recent research on posing and solving mathematical problems. it includes the work from many of the leading researchers in the area and an important number of young researchers.

Investigates the evolution of the geometry curriculum in the United States. This volume aims to increase awareness of the shape and nature of the modern geometry curriculum by explaining how things have come to be as they are. It is suitable for curriculum developers, researchers, teachers, and curriculum supervisors.

Investigates the evolution of the geometry curriculum in the United States. This volume aims to increase awareness of the shape and nature of the modern geometry curriculum by explaining how things have come to be as they are. It is suitable for curriculum developers, researchers, teachers, and curriculum supervisors.

Reports on an analysis of a small part of the mathematics curriculum, the definitions given to quadrilaterals. This monograph is intended for curriculum developers, researchers, teachers, and teacher trainers.

Reports on an analysis of a small part of the mathematics curriculum, the definitions given to quadrilaterals. This monograph is intended for curriculum developers, researchers, teachers, and teacher trainers.

This book collects recent research on posing and solving mathematical problems. it includes the work from many of the leading researchers in the area and an important number of young researchers.

Represents an analysis of the grade placement of mathematics learning goals across all state-level curriculum standards published as of May 2005. This volume documents the varied grade-level mathematics curriculum expectations in the US and highlights a general lack of consensus across states.

The first section is dedicated to classroom practices and beliefs regarding those practices, taking a look at prospective or practicing teachers' views of different practices such as decision-making, the roles of explanations, problem-solving, patterning, and the use of play.

In recent years, funding agencies like the Institute of Educational Sciences and the National Science Foundation have increasingly emphasized large-scale studies with experimental and quasi-experimental designs looking for 'objective truths'.

The mathematics curriculum - what mathematics is taught, to whom it is taught, and when it is taught - is the bedrock to understanding what mathematics students can, could, and should learn. The contributors to this volume challenge us to examine how the learning of mathematics can and should be affected by today's technology.

The mathematics curriculum - what mathematics is taught, to whom it is taught, and when it is taught - is the bedrock to understanding what mathematics students can, could, and should learn. The contributors to this volume challenge us to examine how the learning of mathematics can and should be affected by today's technology.

Intends to document the work of the 'Show-Me Project' (1997-2007) and to highlight lessons learned about curriculum implementation. This title is suitable for readers such as state and district mathematics supervisors, middle grades mathematics teachers and administrators involved in curriculum reform, as well as mathematics teacher educators.

Research Trends in Mathematics Teacher Education

The CSMC is one of the National Science Foundation Centers for Learning and Teaching. This volume contains the proceedings of the First International Curriculum Conference sponsored by the Center for the Study of Mathematics Curriculum (CSMC).

The CSMC is one of the National Science Foundation Centers for Learning and Teaching. This volume contains the proceedings of the First International Curriculum Conference sponsored by the Center for the Study of Mathematics Curriculum (CSMC).

Intends to document the work of the ""Show-Me Project"" (1997-2007) and to highlight lessons learned about curriculum implementation. This title is suitable for readers such as state and district mathematics supervisors, middle grades mathematics teachers and administrators involved in curriculum reform, as well as mathematics teacher educators.