International Handbook of Mathematics Education

1. Front Matter

   Pages i-ix

   PDF

2. Introduction

   1. Introduction

      • Alan J. Bishop

      Pages 1-4

3. Curriculum, Goals, Contents, Resources

   1. Front Matter

      Pages 5-9

      PDF

   2. Goals of Mathematics Teaching

      • Mogens Niss

      Pages 11-47

   3. Using and Applying Mathematics in Education

      • Jan De Lange

      Pages 49-97

   4. Number and Arithmetic

      • Lieven Verschaffel, Erik De Corte

      Pages 99-137

   5. Designing Curricula for Teaching and Learning Algebra

      • Eugenio Filloy, Rosamund Sutherland

      Pages 139-160

   6. Space and Shape

      • Rina Hershkowitz, Bernard Parzysz, Joop Van Dormolen

      Pages 161-204

   7. Data Handling

      • J. Michael Shaughnessy, Joan Garfield, Brian Greer

      Pages 205-237

   8. Probability

      • M. Borovcnik, R. Peard

      Pages 239-287

   9. Functions and Calculus

      • David Tall

      Pages 289-325

   10. Assessment

       • David Clarke

       Pages 327-370

   11. ‘This is so’: a text on texts

       • Eric Love, David Pimm

       Pages 371-409

   12. Concrete Materials in the Classroom

       • Julianna Szendrei

       Pages 411-434

   13. Calculators in the Mathematics Curriculum: the Scope of Personal Computational Technology

       • Kenneth Ruthven

       Pages 435-468

   14. Computer-Based Learning Environments in Mathematics

       • Nicolas Balacheff, James J. Kaput

       Pages 469-501

4. Teaching & Learning Mathematics

   1. Front Matter

      Pages 503-509

      PDF

   2. Elementary School Practices

      • Jerry P. Becker, Christoph Selter

      Pages 511-564

   3. Junior Secondary School Practices

      • Antoine Bodin, Bernard Capponi

      Pages 565-614

   4. Senior Secondary School Practices

      • Lucia Grugnetti, François Jaquet

      Pages 615-645

ALAN J. BISHOP Monash University, Clayton, Victoria, Australia RATIONALE Mathematics Education is becoming a well-documented field with many books, journals and international conferences focusing on a variety of aspects relating to theory, research and practice. That documentation also reflects the fact that the field has expanded enormously in the last twenty years. At the 8th International Congress on Mathematics Education (ICME) in Seville, Spain, for example, there were 26 specialist Working Groups and 26 special­ ist Topic Groups, as well as a host of other group activities. In 1950 the 'Commission Internationale pour I 'Etude et l' Amelioration de l'Enseignement des Mathematiques' (CIEAEM) was formed and twenty years ago another active group, the 'International Group for the Psychology of Mathematics Education' (PME), began at the third ICME at Karlsruhe in 1976. Since then several other specialist groups have been formed, and are also active through regular conferences and publications, as documented in Edward Jacobsen's Chapter 34 in this volume.

• algebra
• curriculum
• education
• mathematics
• mathematics education

• Monash University, Clayton, Australia

  Alan J. Bishop

• Universiti Brunei, Darussalam, Brunei

  Ken Clements

• Freie Universität Berlin, Germany

  Christine Keitel

• The University of Georgia, USA

  Jeremy Kilpatrick

• Université Joseph Fourier, Grenoble, France

  Colette Laborde

Policies and ethics