Springer
edita Third International Handbook of Mathematics Education en el cual participa, como co-autora, la Dra. Rosa Becerra (venezolana), miembro del Grupo GIDEM
Dra. Rosa Becerra, Profesora Emérita del Instituto Pedagógico de Caracas
Miembro del Grupo GIDEM
·
Covers the changes and developments that have occured in the field since
2001
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Includes many authors of recognized international expertise
·
Each of the four sections contains a historical analysis as well as a
chapter on policy implications
·
Essential reference to all those who shape educational policy
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
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The “middle” chapters draw attention to present-day key issues and
themes
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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.
Content Level » Research
Keywords » Alan Bishop - Christine Keitel - Jeremy Kilpatrick - mathematics education research -mathematics
education theories - technology and mathematics curricula
TABLE OF CONTENTS
Past,
present and future dimensions of mathematics education: Introduction to the
Third International Handbook of Mathematics Education: M. A. (Ken) Clements.-
VOLUME ONE.- SECTION A: SOCIAL, POLITICAL AND CULTURAL DIMENSIONS IN
MATHEMATICS EDUCATION.- Introduction to Section A: Social, Political and
Cultural Dimensions in Mathematics Education: Christine Keitel.- 1. From the
few to the many: Historical perspectives on who should learn mathematics: M. A.
(Ken) Clements, C. Keitel, Alan J. Bishop, Jeremy Kilpatrick and Frederick
Leung.- 2 Theories for studying social, political and cultural dimensions
of mathematics education: Eva Jablonka, David Wagner and Margaret Walshaw.- 3.
Understanding and overcoming “disadvantage” in learning mathematics
: Lulu Healey and Arthur B. Powell.- 4. Beyond deficit models of learning
mathematics: Sociocultural directions for change and research: Cristina Frade,
Nadja Acioly-Régnier and Li Jun.- 5. Studying learners in intercultural
contexts: Yoshinori Shimizu and Gaye Williams.- 6. Learners in transition
between contexts: Tamsin Meaney and Troels Lange.-7. Critical perspectives on
adults’ mathematics education:
Jeff Evans, Tine Wedege and Keiko Yasukawa.- 8. The politics of equity and
access in teaching and learning mathematics: Neil A. Pateman and Chap Sam Lim.-
SECTION B: MATHEMATICS EDUCATION AS A FIELD OF STUDY.- Introduction to
Section B: Mathematics Education as a Field of Study: Alan J. Bishop.- 9. From
mathematics and education to mathematics education: Fulvia Furinghetti,
José Manuel Matos and Marta Menghini.- 10. Theories for education:
mathematics: Some developments and ways forward: Bharath Sriraman and Elena
Nardi.- 11. Research methods in mathematics teacher education: Uwe Gellert, Rosa
Becerra Hernández and Olive Chapman.- 12. Linking research to
practice: Teachers as key stakeholders in mathematics education research:
Carolyn Kieran, Konrad Krainer and J. Michael Shaughnessy.- 13. Teachers
learning from teachers: Allan Leslie White, Barbara Jaworski, Cecilia
Agudelo-Valderrama and Zahra Gooya.- 14. Developing mathematics educators:
Jarmila Novotná, Claire Margolinas and Bernard Sarrazy.- 15. Institutional
contexts for research in mathematics education: Tony Brown and David
Clarke.- 16. Policy implications of developing mathematics education research:
Celia Hoyles and Joan Ferrini-Mundy.- VOLUME TWO.- SECTION C: TECHNOLOGY
IN THE MATHEMATICS CURRICULUM.- Introduction to Section C: Technology in the
mathematics curriculum: Frederick Leung.- 17. From the slate to the Web:
Technology in the mathematics curriculum: David Lindsay Roberts, Allen Yuk Lun
Leung and Abigail Lins.- 18. Modelling with mathematics and technologies:
Julian Williams and Merrilyn Goos.- 19. Technology and the role of proof: The
case of dynamic geometry: Nathalie Sinclair and Ornella Robutti.- 20. How might
Computer Algebra Systems change the role of algebra in the school curriculum?:
M. Kathleen Heid, Mike Thomas and Rose Mary Zbiek.- 21. Technologies for
enhancing statistical reasoning at the school level:
Rolf Biehler, Dani Ben-Zvi, Arthur Bakker and
Katie Makar.- 22. Learning with the Use of the Internet: Marcelo C. Borba,
Philip Clarkson and George Gadanidis.- 23. Technology and assessment in mathematics:
Kaye Stacey and Dylan Wiliam.-
24.
Technology-driven developments and policy implications for mathematics
education: Luc Trouche, Paul Drijvers, Ghislaine Gueudet and Ana Isabel Sacristán.-
SECTION D: INTERNATIONAL PERSPECTIVES ON MATHEMATICS EDUCATION.- Introduction
to Section D: International Perspectives on Mathematics Education: Jeremy
Kilpatrick.
Proceedings of the Sixth International Mathematics
Education and Society Conference (Volume 1),
editado por Uwe Gellert, Eva Jablonka and Candia Morgan (Editors), evento que
tuvo lugar en Berlin, Germany, 20th – 25th March 2010
Disponible en: http://www.ewi-psy.fu-berlin.de/en/v/mes6/documents/proceedings/Band_1_Finale.pdf
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