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 (aHow did we get to where we are now?a); the middle chapters in a section analyze present-day key issues and themes (aWhere are we now, and what recent events have been especially significant?a); and the final chapter in a section reflects on policy matters (aWhere are we going, and what should we do?a). Readership: Teachers, mathematics educators, ed.policy makers, mathematicians, graduate students, undergraduate students. Large set of authoritative, international authors.aJones, G. A. (2005). What do studies like ... Kieran, C. (2005). Some results for the PISA 2003 international assessment of mathematics learning: What makes items difficult for students? ... Mathematics pedagogy in the 3rd world. The case of aanbsp;...
|Title||:||Third International Handbook of Mathematics Education|
|Author||:||M. A. (Ken) Clements, Alan Bishop, Christine Keitel-Kreidt, Jeremy Kilpatrick, Frederick Koon-Shing Leung|
|Publisher||:||Springer Science & Business Media - 2012-11-15|