Bøger i Mathematics Education Library serien

This book brings together diverse recent developments exploring the philosophy of mathematics in education. The unique combination of ethnomathematics, philosophy, history, education, statistics and mathematics offers a variety of different perspectives from which existing boundaries in mathematics education can be extended.

This book presents the state-of-the-art research on the teaching and learning of linear algebra in the first year of university, in an international perspective. It provides university teachers in charge of linear algebra courses with a wide range of information from works including theoretical and experimental issues.

This book explores the option of building on symbolizing, modeling and tool use as personally meaningful activities of students. and the dimension of the theoretical framework of the researcher: varying from constructivism, to activity theory, cognitive psychology and instructional-design theory.

Connecting relevant research on visualization and mathematics education, this volume explores the role of visual thinking and reasoning in mathematical concepts, processes, and symbols, among learners. These studies highlight areas of improvement in math education.

The Construction of New Mathematical Knowledge in Classroom Interaction deals with the very specific characteristics of mathematical communication in the classroom.

They address questions raised by the recurrent observation that, all too frequently, the present ways and means of teaching mathematics generate in the student a lasting aversion against numbers, rather than an understanding of the useful and sometimes enchanting things one can do with them.

This book is of interest to mathematics educators, researchers in mathematics education, gender, social justice, equity and democracy in education; It thus interrogates and develops theoretical research tools for mathematics education and provides ideas for practice in mathematics classrooms.