Challenging Mathematics In and Beyond the Classroom

1. Front Matter

   Pages i-xiii

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2. Introduction

   • Ed Barbeau

   Pages 1-9

3. Challenging Problems: Mathematical Contents and Sources

   • Vladimir Protasov, Mark Applebaum, Alexander Karp, Romualdas Kašuba, Alexey Sossinsky, Ed Barbeau et al.

   Pages 11-51

4. Challenges Beyond the Classroom—Sources and Organizational Issues

   • Petar Kenderov, Ali Rejali, Maria G. Bartolini Bussi, Valeria Pandelieva, Karin Richter, Michela Maschietto et al.

   Pages 53-96

5. Technological Environments beyond the Classroom

   • Viktor Freiman, Djordje Kadijevich, Gerard Kuntz, Sergey Pozdnyakov, Ingvill Stedøy

   Pages 97-131

6. Challenging Tasks and Mathematics Learning

   • Arthur B. Powell, Inger Christin Borge, Gema Inés Fioriti, Margo Kondratieva, Elena Koublanova, Neela Sukthankar

   Pages 133-170

7. Mathematics in Context: Focusing on Students

   • Maria G. Bartolini Bussi, Sharada Gade, Martine Janvier, Jean-Pierre Kahane, Vincent J. Matsko, Michela Maschietto et al.

   Pages 171-203

8. Teacher Development and Mathematical Challenge

   • Derek Holton, Kwok-cheung Cheung, Sesutho Kesianye, Maria Falk de Losada, Roza Leikin, Gregory Makrides et al.

   Pages 205-242

9. Challenging Mathematics: Classroom Practices

   • Gloria Stillman, Kwok-cheung Cheung, Ralph Mason, Linda Sheffield, Bharath Sriraman, Kenji Ueno

   Pages 243-283

10. Curriculum and Assessment that Provide Challenge in Mathematics

    • Maria Falk de Losada, Ban-Har Yeap, Gunnar Gjone, Mohammad Hossein Pourkazemi

    Pages 285-315

11. Back Matter

    Pages 317-336

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In the mid 1980s, the International Commission on Mathematical Instruction (ICMI) inaugurated a series of studies in mathematics education by comm- sioning one on the influence of technology and informatics on mathematics and its teaching. These studies are designed to thoroughly explore topics of c- temporary interest, by gathering together a group of experts who prepare a Study Volume that provides a considered assessment of the current state and a guide to further developments. Studies have embraced a range of issues, some central, such as the teaching of algebra, some closely related, such as the impact of history and psychology, and some looking at mathematics education from a particular perspective, such as cultural differences between East and West. These studies have been commissioned at the rate of about one per year. Once the ICMI Executive decides on the topic, one or two chairs are selected and then, in consultation with them, an International Program Committee (IPC) of about 12 experts is formed. The IPC then meets and prepares a Discussion Document that sets forth the issues and invites interested parties to submit papers. These papers are the basis for invitations to a Study Conference, at which the various dimensions of the topic are explored and a book, the Study Volume, is sketched out. The book is then put together in collaboration, mainly using electronic communication. The entire process typically takes about six years.

• Assessment
• Challenge
• Classroom
• ICMI
• Mathematics Education
• Role of Student
• Teacher development
• curriculum
• learning
• mathematics
• learning and instruction

From the reviews:

“The contents reflect the interests and expertise of those who attended the 16^th ICMI Study and subsequently contributed to this book. … There is much of interest in this volume for educators wishing to expose students of different ages and varying levels of achievement to mathematically challenging experiences. … Constructive guidance is also provided for those wishing to make challenging mathematics an integral part of their regular classroom activities.” (Gilah Leder, The International Journal on Mathematics Education, Vol. 42, 2010)

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