Third International Handbook of Mathematics Education (Springer International Handbooks of Education, 27)

The four sections in this Third International Handbook are concerned with: (a) social, political and cultural dimensions in mathematics education; (b) mathematics education as a field of study; (c) technology in the mathematics curriculum; and (d) international perspectives on mathematics education. These themes are taken up by 84 internationally-recognized scholars, based in 26 different nations. Each of section is structured on the basis of past, present and future aspects. The first chapter in a section provides historical perspectives (“How did we get to where we are now?”); the middle chapters in a section analyze present-day key issues and themes (“Where are we now, and what recent events have been especially significant?”); and the final chapter in a section reflects on policy matters (“Where are we going, and what should we do?”). Readership: Teachers, mathematics educators, ed.policy makers, mathematicians, graduate students, undergraduate students. Large set of authoritative, international authors.​ Front Matter....Pages i-xvi Front Matter....Pages 1-5 From the Few to the Many: Historical Perspectives on Who Should Learn Mathematics....Pages 7-40 Theories for Studying Social, Political and Cultural Dimensions of Mathematics Education....Pages 41-67 Understanding and Overcoming “Disadvantage” in Learning Mathematics....Pages 69-100 Beyond Deficit Models of Learning Mathematics: Socio-cultural Directions for Change and Research....Pages 101-144 Studying Learners in Intercultural Contexts....Pages 145-167 Learners in Transition Between Contexts....Pages 169-201 Critical Perspectives on Adults’ Mathematics Education....Pages 203-242 The Politics of Equity and Access in Teaching and Learning Mathematics....Pages 243-263 Front Matter....Pages 265-271 From Mathematics and Education, to Mathematics Education....Pages 273-302 Theories in Mathematics Education: Some Developments and Ways Forward....Pages 303-325 Research Methods in Mathematics Teacher Education....Pages 327-360 Linking Research to Practice: Teachers as Key Stakeholders in Mathematics Education Research....Pages 361-392 Teachers Learning from Teachers....Pages 393-430 Developing Mathematics Educators....Pages 431-457 Institutional Contexts for Research in Mathematics Education....Pages 459-484 Policy Implications of Developing Mathematics Education Research....Pages 485-515 Front Matter....Pages 517-524 From the Slate to the Web: Technology in the Mathematics Curriculum....Pages 525-547 Modelling with Mathematics and Technologies....Pages 549-569 Technology and the Role of Proof: The Case of Dynamic Geometry....Pages 571-596 How Might Computer Algebra Systems Change the Role of Algebra in the School Curriculum?....Pages 597-641 Front Matter....Pages 517-524 Technology for Enhancing Statistical Reasoning at the School Level....Pages 643-689 Learning with the Use of the Internet....Pages 691-720 Technology and Assessment in Mathematics....Pages 721-751 Technology-Driven Developments and Policy Implications for Mathematics Education....Pages 753-789 Front Matter....Pages 791-795 From the Local to the International in Mathematics Education....Pages 797-826 International Collaborative Studies in Mathematics Education....Pages 827-860 Influence of International Studies of Student Achievement on Mathematics Teaching and Learning....Pages 861-900 International Organizations in Mathematics Education....Pages 901-947 Toward an International Mathematics Curriculum....Pages 949-974 Methods for Studying Mathematics Teaching and Learning Internationally....Pages 975-1008 Implications of International Studies for National and Local Policy in Mathematics Education....Pages 1009-1042 Back Matter....Pages 1043-1120 This entirely new Third International Handbook of Mathematics Education comprises 31 chapters which have been written by a total of 84 different authors representing 26 nations, each a recognized expert in the field. Comprised of four sections: Social, Political and Cultural Dimensions in Mathematics Education; Mathematics Education as a Field of Study; Technology in the Mathematics Curriculum; and International Perspectives on Mathematics Education, this Third Handbook offers essential reading for all persons interested in the future of mathematics education. The authors present challenging international perspectives on the history of mathematics education, current issues, and future directions. What makes this Handbook unique is its structure. Each section covers past, present and future aspects of mathematics education. The first chapter in each section identifies and analyzes historical antecedents The "middle" chapters draw attention to present-day key issues and themes The final chapter in each section reflect on policy matters and future directions We are in an unprecedented era of globalization in education, and this Handbook provides an impressive example of the kind of collaboration needed if we are to make progress on key issues facing mathematics education