This fourth international handbook discusses developments not recognized or dealt with fully in the first three Springer Mathematics Education handbooks and tackles controversial issues in the field. After starting with a provocative introductory chapter which asks whether controversy is a healthy feature of international mathematics education, the four following sections cover: (a) mathematics education in Asia; (b) the roles of theory in research and practice; (c) equity and social justice; and (d) curriculum and change. These themes are taken up in 28 chapters by 60 authoritative authors from all continents. Each of the four sections is structured on the basis of past, present, and future aspects.
Like the first three mathematics education handbooks, this handbook provides a very valuable resource for teachers, mathematics education practitioners and researchers, education policy makers, and mathematicians, as well as graduate and undergraduate students.
Emeritus Professor M. A. (Ken) CLEMENTS: Can Controversy be a Healthy
Feature of International Mathematics Education.- Section A: Mathematics
Education in Asia.- Professor Berinderjeet KAUR: Section Editors
Introduction to Section A of the Handbook.- David Lindsay ROBERTS, Catherine
VISTRO-YU, Rakhi BANERJEE: Mathematics Education in Asia Curriculum and its
origins.- Yew Hoong LEONG, Oh Nam KWON, & Keiko HINO: Myths and realities:
Teaching and learning of maths in high achieving East Asian countries.- Wee
Tong SEAH, WANG Ting Ying: East Asian students mathematics performance: A
values-based macro-education perspective.- ZHU YAN, & Markku HANNULA, CHOI
Ban Heng: Affect and achievement in mathematics of students in Asian
countries: Findings from TIMSS and PISA..- Gabriele KAISER, Xinrong YANG:
Affect and achievement in mathematics of students in Asian countries:
Findings from TIMSS and PISA Comparative Studies.- Jinfa CAI, Anne WATSON,
Binyan XU: Beyond the Asian/Eastern and Western Traditions of Mathematics
Education.- Section B: Role of Theory in Research and Practice.- Professor
Thomas LOWRIE: Section Editors Introduction to Section A of the Handbook.-
Nerida Fay ELLERTON, and Florence Mihaela SINGER: Relating Theory and
Practice in Mathematics Education: A Historical Overview.- Nathalie SINCLAIR,
Patricio HERBST: Philosophy and Mathematics Education.- Julie SARAMA, Ilyse
RESNICK, Mike STIEFF: The Impact of Classroom-Based Interventions on Theory
Building.- Zachary HAWES, Ajay RAMFUL: The Role and Nature of Fidelity in
Theory-Practice Advancement.- Peter GROOTENBOER, Elham KAZEMI, Bam Heng CHOI:
Practice(s) as a Form of Theory.- Susanne PREDIGER, Kara JACKSON, Boris
KOICHU: Beyond the Theory-Practice Continuum in Mathematics
Education.- Section C: Equity and Social Justice.- Professor Vilma MESA:
Section Editors Introduction to Section B of the Handbook.- Tamsyn MEANEY
David WAGNER: Invisibilization and Intersectionality in Mathematics
Education: A Historical Overview.- Ebony McGEE, Elnat HEYD METZUYANI, Greg
LARNELL: Changing Perspectives on Mathematical Identity.- Luis LEYVA, Felicia
JAREMUS: New Understandings of Gender in Mathematics Education.- Luis
VALOYES-CHAVEZ, Maria LÜSSENHOP, Stephen REDER: Mathematical Education for
Students in//Victims of Conflict Zones.- Megan NICKELS, Craig CULLEN:
Mathematics and Students with Chronic Illness,: Physical or Mental
Differences.- Maisie GHOLSON, Catherey YEH: Where to from Here? Reflections
on Theorizations, Methods and Advocacy.- Section D: Curriculum Issues.-
Associate Professor Johan PRYTZ: Section Editors Introduction to Section D
of the Handbook.- Kristin BJARNADOTTIR, & Dirk DE BOCK, Joäo BOSCO PITOMBEIRO
DE CARVELHO: HistoryThe Origin of the Concept of Mathematics Curriculum.-
Janine REMILLARD, Sebastian REZAT: Textbooks and CurriculumThe Role of
Textbooks and Digitalization in a Governance Perspective.- Andreas RYVE, Paul
COBB, Ian WESTBURY: Professional Development Projects as Drivers of Changes
in Mathematics CurriculumDo They Work?.- Anita RAMPAL, Anna TSATSARONI: Is a
Transnational Mathematics Curriculum Desirable?.- Alyse SCHNEIDER, & Lieven
VERSCHAFFEL, Paola VALERO: Teaching Methods and the Curriculum: On the
Socio-Political Location of Pedagogical Research.- Paul DRIJVERS, Luc
TROUCHE, Kaye STACEY: Future policy Issues Regarding Mathematics Curriculum
(with a Special Focus on Digital Technology).
M. A. (Ken) Clements is Emeritus Professor in the Department of Mathematics at Illinois State University. After teaching in schools for 10 years, he taught in three Australian universities (Monash, Deakin, and Newcastle), and at Universiti Brunei Darussalam (19972004). He has served as a consultant in India, Malaysia, PNG, South Africa, Thailand, and Vietnam, and was editor for the first three Springer international handbooks on mathematics education (1996, 2003, 2013). He has written or edited over 30 books and has authored more than 200 peer-reviewed articles. In 1996 he co-authored, with Nerida Ellerton, a UNESCO book on mathematics education research and is honorary life member of both the Mathematics Education Research Group of Australasia (MERGA) and the Mathematical Association of Victoria (MAV).
Berinderjeet Kaur is a Professor of Mathematics Education at the National Institute of Education (NIE), Nanyang Technological University (NTU), Singapore. She received her Ph.D. in Education, specializing in Mathematics Education, from Monash University in Australia. She is an associate editor of ZDM Mathematics Education, a tier 1 journal, and is the series editor of books themed Mathematics Education An Asian Perspective. Her publications appear in both national and international journals, books and proceedings of meetings. She is involved in the pre-service and in-service education of mathematics teachers at NIE, and was awarded the Excellence in Teaching Commendation by NIE in 2005, 2006, 2018 and 2020.
Thomas Lowrie is Centenary Professor (2014) and Director of the STEM Education Research Centre (SERC) at the University of Canberra, Australia. Tom has an established international research profile in the discipline area of mathematics and STEM education. His concentrated and sustained (over 20 years) body of work has focused on the extent to which primary-aged students use spatial reasoning and visual imagery to solve mathematics problems and the role and nature of graphics in mathematics assessment. More recently, his research has expanded to include students' use of digital tools and dynamic imagery years, he taught in three Australian universities (Monash, Deakin, and Newcastle), and at Universiti Brunei Darussalam (19972004). He has served as a consultant in India, Malaysia, PNG, South Africa, Thailand, and Vietnam, and was editor for the first three Springer international handbooks on mathematics education (1996, 2003, 2013). He has written or edited over 30 books and has authored more than 200 peer-reviewed articles. In 1996 he co-authored, with Nerida Ellerton, a UNESCO book on mathematics education research and is honorary life member of both the Mathematics Education Research Group of Australasia (MERGA) and the Mathematical Association of Victoria (MAV).
Vilma Mesa is Professor of Education and Mathematics at the University of Michigan, and Faculty Associate at the Center for the Study of Higher and Post-secondary Education at the University of Michigan, USA. She investigates the role that resources play in developing teaching expertise in undergraduate mathematics, specifically at community colleges and in inquiry-based learning classrooms. She has conducted several analyses of instruction and of textbooks and collaborated in evaluation projects on the impact of innovative mathematics teaching practices for students in science, technology, engineering, and mathematics. She was the 2022 recipient of the Association of Women in Mathematics Louise May Award for Contributions to Mathematics Education and in 2022 she also won the University of Michigans Outstanding Undergraduate Research Opportunity Mentor Award. She serves as associate editor for Educational Studies in Mathematics, and has published over 60 articles and book chapters in mathematics education. Outlets.
Johan Prytz is Associate Professor in Curriculum Studies at the Department of Education at Uppsala University, Sweden. He has a PhD in Mathematics with specialization in the history and pedagogy of mathematics and a teachers degree for upper secondary school (mathematics and history). Apart from research, he works in teacher training at Uppsala University. His main research interest lies in the intersection of mathematics education and history of education. He is active in two research groups: one in mathematics education and one in history of education. He has several publications in both disciplines, many of which concern mathematics education in the 20th century, governance, and curriculum reforms. More recently, he is also engaged in studies concerning how innovations, based on research in mathematics education, are implemented in schools through large scale development projects.
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