Bøker i Studies in Mathematical Thinking and Learning Series-serien

First Published in 1996. Routledge is an imprint of Taylor & Francis, an informa company.

With issues of equity at the forefront of mathematics education research and policy, this collection offers authoritative scholarship that sheds light on the ways that young black learners experience mathematics in schools and their communities.

Arguing that research by cognitive psychologists and mathematical educators has been compartmentalized by departmental boundaries, this text integrates this research to demonstrate its relevance to the debate on the reform of mathematics education.

A collection that provides forum for mathematics educators to articulate a connected K-16 'story' of proof. It not only highlights the main ideas that have emerged on proof research, but also defines an agenda for future study.

Taking the central importance of language in the development of mathematical understanding as its starting point, this title explores students' experiences of doing mathematics from primary school to university - what they think mathematics is, how it is presented to them, and what they feel about it.

Provides a rationale for promoting algebraic reasoning in the elementary school curriculum and empirical data to support it. This book shows how young learners attempt to work with mathematical generalizations before they have learned formal algebraic notation. It is suitable as a text in undergraduate or graduate mathematics education courses.

Offers a comprehensive, research-based, multi-faceted look at issues in early algebra. This book aims to bridge the worlds of research, practice, design, and theory for educators, researchers, students, policy makers, and curriculum developers in mathematics education.

Lesson study is a popular professional development approach in Japan whereby teachers collaborate to study content and instruction, and how students solve problems. This work is a comprehensive look at the system and process of lesson study in Japan.

Offers a comprehensive, research-based, multi-faceted look at issues in early algebra. This title provides a rationale for a stronger and more sustained approach to algebra in school.

Tells a single story, in many voices, about a set of changes in mathematics teaching practice in a high school and how those efforts influenced and were influenced by a local university. This book challenges us to rethink boundaries between theory and practice and the relative roles of teachers and university faculty in educational endeavors.

This volume collates research done on integrating the study of teaching, and the study of learning mathematics. The research was guided by two common goals. To accomplish these goals, classrooms in which instruction facilitated the growth of understanding were established and/or studied.