Educational Paths to Mathematics

1. Front Matter

   Pages i-xiii

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2. Educational Paths to Mathematics: Which Paths Forward to What Mathematics?

   • Uwe Gellert, Corinne Hahn

   Pages 1-11

3. Cultural Tensions in the Field of Mathematics Education

   1. Front Matter

      Pages 13-13

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   2. Re-interpreting Students’ Interest in Mathematics: Youth Culture and Subjectivity

      • Paola Valero

      Pages 15-32

   3. Connecting Place and Community to Mathematics Instruction in Rural Schools

      • Robert Klein

      Pages 33-65

   4. Establishing Mathematics Classroom Culture: Concealing and Revealing the Rules of the Game

      • Christine Knipping, David Reid, Hauke Straehler-Pohl

      Pages 67-96

4. Working with Adults

   1. Front Matter

      Pages 97-97

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   2. Learning Mathematics In and Out of School: A Workplace Education Perspective

      • Gail E. FitzSimons

      Pages 99-115

   3. Mathematical Modelling and Bank Loan Systems: An Experience with Adults Returning to School

      • Vera Helena Giusti de Souza, Rosana Nogueira de Lima, Tânia Maria Mendonça Campos, Leonardo Gerardini

      Pages 117-130

   4. Working with Adults: A Commentary

      • Javier Díez-Palomar

      Pages 131-140

5. Working with Pre-schoolers

   1. Front Matter

      Pages 141-141

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   2. ‘Number in Cultures’ as a Playful Outdoor Activity: Making Space for Critical Mathematics Education in the Early Years

      • Anna Chronaki, Georgia Moutzouri, Kostas Magos

      Pages 143-159

   3. Fairness Through Mathematical Problem Solving in Preschool Education

      • Zoi Nikiforidou, Jenny Pange

      Pages 161-171

   4. How Do Fair Sharing Tasks Facilitate Young Children’s Access to Fractional Concepts?

      • Julie Cwikla, Jennifer Vonk

      Pages 173-189

   5. Working with Pre-schoolers: A Dual Commentary

      • Michaela Kaslová, Sixto Romero

      Pages 191-198

6. Taking Spaces and Modalities into Account

   1. Front Matter

      Pages 199-199

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   2. Digital Mathematical Performances: Creating a Liminal Space for Participation

      • Susan Gerofsky

      Pages 201-212

   3. Participation in Mathematics Problem-Solving Through Gestures and Narration

      • Luciana Bazzini, Cristina Sabena

      Pages 213-223

   4. Considering the Classroom Space: Towards a Multimodal Analysis of the Pedagogical Discourse

      • Eleni Gana, Charoula Stathopoulou, Petros Chaviaris

      Pages 225-236

   5. Commentary: Semiotic Game, Semiotic Resources, Liminal Space—A Revolutionary Moment in Mathematics Education!

      • Peter Appelbaum

      Pages 237-244

This book offers fresh insight and understanding of the many ways in which children, youth and adults may find their paths to mathematics. The chapters of the volume offer and analyse promising new ways into mathematics. The focus is on spaces and modalities of learning, dialogue and inquiry, embodiment and aesthetic experience, information and communication technology and on the use of mathematics in public communication. The chapters present new mathematical activities and conceptions enriching the repertoire of mathematics education practices. Critical commentaries discuss the innovative potential of the new approaches to the teaching and learning of mathematics. As a consequence, the commentaries point to requirements and open issues in the field of research in mathematics education.

The volume is remarkably international. Teachers and researchers from 14 countries authored 21 chapters and 7 commentaries. The reader is invited to reflect on the particular effect of presenting avenues to mathematics contrived in diverse national settings in which the praxis of mathematics education might look different compared to what happens in the reader’s place.

The book starts a series of sourcebooks edited by CIEAEM, the Commission Internationale pour l’Etude et l’Amélioration de l’Enseignement des Mathématiques / International Commission for the Study and Improvement of Mathematics Education.

• Dialogue and enquiry in mathematics education
• Family mathematics
• ICT in mathematics education
• Mathematics teacher education
• Pre-school learning of mathematics
• Semiotic modalities of teaching and learning
• The learning of adults

• Fachbereich Erziehungswissenschaft und Psychologie, Freie Universität Berlin, Berlin, Germany

  Uwe Gellert

• Facultat de Formació del Professorat Departament de Didàctica de les Ciències Experimentals i la Matemàtica, Universitat de Barcelona, Barcelona, Spain

  Joaquim Giménez Rodríguez

• Management de l’Information et des Opérations, ESCP Europe, Paris, France

  Corinne Hahn

• Department of Sciences of Pre-School Education and of Educational Design, University of the Aegean, Rhodes, Greece

  Sonia Kafoussi

Policies and ethics