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Mathematics Education as a Research Domain: A Search for Identity

An ICMI Study Book 1

  • Book
  • © 1998

Overview

Editors:
  1. Anna Sierpinska

    1. Concordia University, Montreal, Canada

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    You can also search for this editor in PubMed   Google Scholar

  2. Jeremy Kilpatrick

    1. University of Georgia, Athens, USA

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    You can also search for this editor in PubMed   Google Scholar

Part of the book series: New ICMI Study Series (NISS, volume 4)

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Table of contents (15 chapters)

  1. Front Matter

    Pages i-xiii
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  2. The ICMI Study Conference

    1. Front Matter

      Pages 1-1
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    2. Discussion Document

      • Anna Sierpinska, Jeremy Kilpatrick
      Pages 3-32

    3. Research, Effectiveness, and the Practitioners’ World

      • Alan J. Bishop
      Pages 33-45

  4. Goals, Orientations, and Results of Research in Mathematics Education

    1. Front Matter

      Pages 129-129
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    2. The Aims of Research

      • Gilah C. Leder
      Pages 131-140

    3. Aiming Research Toward Understanding: Lessons We Can Learn from Children

      • James Hiebert
      Pages 141-152

    4. Transforming the International Mathematics Education Research Agenda

      • Nerida F. Ellerton, M. A. Clements
      Pages 153-175

    5. Clarifying the Meaning of Mathematical Objects as a Priority Area for Research in Mathematics Education

      • Juan D. Godino, Carmen Batanero
      Pages 177-195

    6. Research and Results in Mathematics Education: Some Contradictory Aspects

      • Paolo Boero, Julianna Radnai Szendrei
      Pages 197-212

    7. Models in Mathematics Education Research: A Broader View of Research Results

      • Carolyn Kieran
      Pages 213-225

    8. Towards a Cognitive Theory of Practice

      • Gérard Vergnaud
      Pages 227-240
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Keywords

About this book

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.

Editors and Affiliations

  • Concordia University, Montreal, Canada

    Anna Sierpinska

  • University of Georgia, Athens, USA

    Jeremy Kilpatrick

Bibliographic Information

  • Book Title: Mathematics Education as a Research Domain: A Search for Identity

  • Book Subtitle: An ICMI Study Book 1

  • Editors: Anna Sierpinska, Jeremy Kilpatrick

  • Series Title: New ICMI Study Series

  • DOI: https://doi.org/10.1007/978-94-011-5194-8

  • Publisher: Springer Dordrecht

  • eBook Packages: Springer Book Archive

  • Copyright Information: Springer Science+Business Media Dordrecht 1998

  • Hardcover ISBN: 978-0-7923-4947-1Due: 01 February 1998

  • Softcover ISBN: 978-94-010-6186-5Published: 21 April 2014

  • eBook ISBN: 978-94-011-5194-8Published: 14 March 2013

  • Series ISSN: 1387-6872

  • Series E-ISSN: 2215-1745

  • Edition Number: 1

  • Number of Pages: XIII, 240

  • Number of Illustrations: 1 b/w illustrations

  • Topics: Mathematics Education, Mathematics, general

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