No one disputes how important it is, in today's world, to prepare students to un derstand mathematics as well as to use and communicate mathematics in their future lives. That task is very difficult, however. Refocusing curricula on funda mental concepts, producing new teaching materials, and designing teaching units based on 'mathematicians' common sense' (or on logic) have not resulted in a better understanding of mathematics by more students. The failure of such efforts has raised questions suggesting that what was missing at the outset of these proposals, designs, and productions was a more profound knowledge of the phenomena of learning and teaching mathematics in socially established and culturally, politically, and economically justified institutions - namely, schools. Such knowledge cannot be built by mere juxtaposition of theories in disci plines such as psychology, sociology, and mathematics. Psychological theories focus on the individual learner. Theories of sociology of education look at the general laws of curriculum development, the specifics of pedagogic discourse as opposed to scientific discourse in general, the different possible pedagogic rela tions between the teacher and the taught, and other general problems in the inter face between education and society. Mathematics, aside from its theoretical contents, can be looked at from historical and epistemological points of view, clarifying the genetic development of its concepts, methods, and theories. This view can shed some light on the meaning of mathematical concepts and on the difficulties students have in teaching approaches that disregard the genetic development of these concepts.
Mathematics Education As a Research Domain: A Search for Identity
Mathematics Education as a Research Domain: A Search for Identity: An ICMI Study Book 2
Beliefs and engagement structures: Behind the affective dimension of mathematical learning. ZDM Mathematics Education, 43, 547–556. Habermas, J. (1998). On the pragmatics of communication. Cambridge, MA: MIT Press. Habermas, J. (1982).
This book records the state of the art in research on mathematics-related affect.
This volume shares and discusses significant new trends and developments in research and practices related to various aspects of preparing prospective secondary mathematics teachers from 2005–2015.
This book brings together mathematics education research that makes a difference in both theory and practice - research that anticipates problems and needed knowledge before they become impediments to progress.
The fact that I can't do maths is something everybody else has learnt to live with about me. But I've had jobs before where there is no till and you have to add up in your head. And I have been able to do that probably because I haven't ...
This book is the fruit of a symposium in honor of Ted Eisenberg concerning the growing divide between the mathematics community and the mathematics education community, a divide that is clearly unhealthy for both.
Albany: State University of New York Press. Brown, T., & McNamara, O. (2005). New teacher identity and regulative government: The discursive formation of primary mathematics teacher education. New York: Springer.
This is a text that contains the latest in thinking and the best in practice. It provides a state-of-the-art statement on tertiary teaching from a multi-perspective standpoint.