Multiple Perspectives on Mathematics Teaching and Learning

Multiple Perspectives on Mathematics Teaching and Learning

Multiple Perspectives on Mathematics Teaching and Learning

Multiple Perspectives on Mathematics Teaching and Learning

Synopsis

Multiple Perspectives on Mathematics Teaching and Learning offers a collection of chapters that take a new look at mathematics education. Leading authors, such as Deborah Ball, Paul Cobb, Jim Greeno, Stephen Lerman, and Michael Apple, draw from a range of perspectives in their analyses of mathematics teaching and learning. They address such practical problems as: the design of teaching and research that acknowledges the social nature of learning, maximizing the impact of teacher education programs, increasing the learning opportunities of students working in groups, and ameliorating the impact of male domination in mixed classrooms.

Excerpt

With this book, Multiple Perspective on Mathematics Teaching and Learning, we begin a new venture in the publishing of mathematics education literature. It is very appropriate that this, the first book in the series International Perspectives on Mathematics Education, should appear in the year 2000 and also in the year of the Ninth International Congress of Mathematical Education, a gathering that is only held every 4 years. I hope this series will accomplish a number of things for the current and potential community of mathematics educators. One is to offer a book, per year, that will be thematized to an issue of current concern, siting and justifying that issue with respect to the field of mathematics education as a whole. Another is to build a library of books that, through the themes which are their foci, provide a valuable resource. a third is to celebrate the internationality of the field and, through this, build connections between researchers and practitioners in very different contexts, underlining their similarities and their differences. I also hope the books will open and project a future perspective rather than simply reflecting a past, even if that past has been creative. Finally, it is my hope that the books in this series will, themselves, act as mechanisms for communicating an approach to mathematics education that is eclectic and embracing, respectful and engaging, reflective and, ultimately, educational.

Each book contains an opening chapter that synthesizes and summarizes its theme in order to provide an entry point for new researchers as well as concise overview for anyone already interested. the focus is forward looking. the first chapter should make available useful material to support those undertaking courses in research in mathematics education prior to starting some personal research.

The chapters contained in each book have been gathered by its editor(s) from an international search and reflect the globality of the field. in my view, too many pre-

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