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 readers place.
The book starts a series of sourcebooks edited by CIEAEM, the Commission Internationale pour lEtude et lAmélioration de lEnseignement des Mathématiques / International Commission for the Study and Improvement of Mathematics Education.
Educational Paths to Mathematics: Which Paths Forward to What
Mathematics? Uwe Gellert and Corinne Hahn.- Part I Cultural Tensions in the
Field of Mathematics Education.- Re-Interpreting Students Interest in
Mathematics: Youth Culture and Subjectivity, Paola Valero.- Connecting Place
and Community to Mathematics Instruction in Rural Schools, Robert Klein.-
Establishing Mathematics Classroom Culture: Concealing and Revealing the
Rules of the Game, Christine Knipping, David Reid and Hauke Straehler-Pohl.-
Part II Working with Adults.- Learning Mathematics in and out of School: A
Workplace Education Perspective, Gail E. FitzSimons.- 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
and Leonardo Gerardini.- Working with Adults: A Commentary, Javier
Díez-Palomar.- Part III Working with Pre-Schoolers.- Number in Cultures as
a Playful Outdoor Activity: Making Space for Critical Mathematics Education
in the Early Years, Anna Chronaki, Georgia Moutzouri and Kostas Magos.-
Fairness Through Mathematical Problem Solving in Preschool Education, Zoi
Nikiforidou and Jenny Pange.- How Do Fair Sharing Tasks Facilitate Young
Childrens Access to Fractional Concepts? Julie Cwikla and Jennifer Vonk.-
Working with Pre-Schoolers: A Dual Commentary, Michaela Kaslová and Sixto
Romero.- Part IV Taking Spaces and Modalities into Account.- Digital
Mathematical Performances: Creating a Liminal Space for Participation, Susan
Gerofsky.- Participation in Mathematics Problem-Solving Through Gestures and
Narration, Luciana Bazzini and Cristina Sabena.- Considering the Classroom
Space: Towards a Multimodal Analysis of the Pedagogical Discourse, Eleni
Gana, Charoula Stathopoulou and PetrosChaviaris.- Commentary: Semiotic Game,
Semiotic Resources, Liminal Space - A Revolutionary Moment in Mathematics
Education! Peter Appelbaum.- Part V Criticising Public Discourse.- Numbers on
the Front Page: Mathematics in the News, Dimitris Chassapis and Eleni
Giannakopoulou .- On the Role of Inconceivable Magnitude Estimation Problems
to Improve Critical Thinking, Lluís Albarracín and Núria Gorgorió.-
Criticizing Public Discourse and Mathematics Education: A Commentary,
Charoula Stathopoulou.- Part VI Organising Dialogue and Enquiry.-
Facilitating Deliberate Dialogue in Mathematics Classroom, Ana Serradó, Yuly
Vanegas and Joaquim Giménez.- Inquiry-Based Mathematics Teaching: The Case of
Célia, Luís Menezes, Hélia Oliveira and Ana Paula Canavarro.- Using Drama
Techniques for Facilitating Democratic Access to Mathematical Ideas for All
Learners, Panayota Kotarinou and Charoula Stathopoulou.- Organising Dialogue
and Enquiry: A Commentary, Lambrecht Spijkerboer and Leonor Santos.- Part VII
Providing Information Technology.- Educational Laptop Computers Integrated
into Mathematics Classrooms, Maria Elisabette Brisola Brito Prado and Nielce
Meneguelo Lobo da Costa, Technology and Education: Frameworks to Think
Mathematics Education in the 21st Century, Gilles Aldon.- Technology in the
Teaching and Learning of Mathematics in the 21st Century: What Aspects Must
Be Considered? A Commentary, Fernando Hitt. Part VIII Transcending
Boundaries.- Family Math: Doing Mathematics to Increase the Democratic
Participation in the Learning Process, Javier Díez-Palomar.- Service-Learning
as Teacher Education, Peter Appelbaum.- The Learning and Teaching of
Mathematics as an Emergent Property Through Interacting Systems and
Interchanging Roles: A Commentary, Fragiskos Kalavasis and Corneille Kazadi.-
Themes and Places of the CIEAEMConferences Presidents of the Commission
Internationale pour lEtude et lAmélioration de lEnseignement des
Mathématiques.- Index.
