?This book comprises the full selected Regular Lectures from the Proceedings of the 12th International Congress on Mathematical Education (ICME-12), which was held at COEX in Seoul, Korea, from July 8th to 15th, 2012. ICME-12 brought together 4700 experts from 100 countries, working to understand all of the intellectual and attitudinal challenges in the subject of mathematics education as a multidisciplinary research and practice. These selected Regular Lectures present the work of fifty-one prominent mathematics educators from all over the globe. The Lectures cover a wide spectrum of topics, themes, and issues and aim to give direction to future research towards educational improvement in the teaching and learning of mathematics education. This book is of particular interest to researchers, teachers and curriculum developers in mathematics education.
Understanding the nature of the geometric work through its development
and its transformations: Kuzniak Alain (France).- Integration of technology
into mathematics teaching: Past, present and future:Adnan Baki (Turkey).-
Investigating the influence of teachers pedagogical beliefs and reported
practices on student achievement in basic mathematics: Allan B.I. Bernardo
(Philippines), Auxencia A. Limjap (Philippines).- Developing free
computer-based learning objects for high school mathematics: Examples, issues
and directions: Humberto José Bortolossi(Brazil).- Doing research within the
anthropological theory of the didactic: The case of school algebra: Marianna
Bosch (Spain).- Curriculum reform and mathematics learning: Evidence from two
longitudinal studies:Jinfa Cai (USA).- Mathematical problem solving beyond
school: Digital tools and students mathematical representations: Susana
Carreira (Portugal).- Teaching probability in secondary school: Paulo Cezar
Pinto Carvalho (Brazil).- Mathematics is alive! Project based mathematics:
Kyung Yoon Chang (Korea).- Weaving exploration in the process of acquisition
and development of mathematical knowledge: Marcos Cherinda (Mozambique).- An
illustration of the explanatory and discovery functions of proof: Michael de
Villiers (South Africa).- Constructing abstract mathematical knowledge in
context: Tommy Dreyfus (Israel).- Digital technology in mathematics
education: Why it works (or doesnt): Paul Drijvers (Netherlands).-
Mathematical thinking styles in school and across cultures:Rita Borromeo
Ferri (Germany).- Learning to see: The viewpoint of the blind:Lourdes
Figueiras (Spain), Abraham Arcavi(Israel).- Issues and concerns about
integrations of ICT into the teaching and learning of mathematics in Africa :
Botswana case:Kgomotso Gertrude Garegae (Botswana).- Learning mathematics in
secondary school: Thecase of mathematical modelling enabled by technology:
Jonaki B Ghosh (India).- Doing mathematics in teacher preparation: Giving
space and time to think, reflect, share and feel: Frédéric Gourdeau
(Canada).- Resources, at the core of mathematics teachers work:Ghislaine
Gueudet (France).- Mathematics education reform movement in Indonesia:Sutarto
Hadi (Indonesia).- Emotions in problem solving: Markku S. Hannula (Finland).-
Freudenthals work continues:Marja van den Heuvel-Panhuizen(Netherland).-
Hands that see, hands that speak: Investigating relationships between sensory
activity, forms of communicating and mathematical cognition:Lulu Healy
(Brazil).- Teachers learning together: Pedagogical reasoning in mathematics
teachers collaborative conversations:Ilana Seidel Horn (USA).- Transforming
education through lesson study: Thailands decade-long journey:Maitree
Inprasitha (Thailand).- Dialectic on the problem solving approach:
Illustrating hermeneutics as the ground theory for lesson study in
mathematics education:Masami Isoda (Japan).- History, application, and
philosophy of mathematics in mathematics education: Accessing and assessing
students overview and judgment:Uffe Thomas Jankvist (Denmark).- Teaching
mathematical modelling in school mathematics: Ok-Ki Kang (Korea), Jihwa Noh
(Korea).- Implications from Polya and Krutetskii:Wan Kang (Korea).-
Derivative or derivation?Matthias Kawski (USA).- The social dimension of
argumentation and proof in mathematics classrooms: Christine Knipping
(Germany).- Mathematical literacy for living in the highly constructionism:
Theory of learning or theory of design?Chronis Kynigos (Greece).- Adjacent
schools with infinite distance Narratives from North Korean mathematics
classrooms: Jung Hang Lee (USA/Korea).- Mobile linear algebra with Sage:
Sang-Gu Lee (Korea).- Discernment andreasoning in dynamic geometry
environments: Allen Leung (Hong Kong).- Riding the third wave: Negotiating
teacher and students value preferences relating to effective mathematics
lesson:Chap Sam Lim (Malaysia).- Learning mathematics by creative or
imitative reasoning:Johan Lithner (Sweden).- Features of exemplary lessons
under the curriculum reform in China: A case study on thirteen elementary
mathematics lessons:Yunpeng Ma (China), Dongchen Zhao (China).- Teachers,
students and resources in mathematics Laboratory:Michela Maschietto (Italy).-
The common core state standards in mathematics:William McCallum (USA).- From
practical geometry to the laboratory method: the search for an alternative to
Euclid in the history of teaching geometry:Marta Menghini (Italy).- Research
on mathematics classroom practice: An international perspective:Ida Ah Chee
MOK (Hong Kong).- Information-and-technology-oriented in the 21st Century:
Mathematics education from the perspective of human life in society:Eizo
Nagasaki (Japan).- Exploring the nature of the transition to geometric proof
through design experiments from the holistic perspective:Masakazu Okazaki
(Japan).- Laying foundations for statistical inference:Maxine Pfannkuch (New
Zealand), Chris J. Wild (New Zealand).- Mathematics education in Cambodia
from 1980 to 2012: Challenges and perspectives 2025:Chan Roath(Cambodia).-
The challenges of preparing a mathematical lecture for the public:Yvan
Saint-Aubin (Canada).- Computer aided assessment of mathematics using stack:
Christopher Sangwin (UK).- Numerical analysis as a topic in school
mathematics:Shailesh A Shirali (India).- Visualizing mathematics at
University? Examples from theory and practice of a linear algebra
course:Blanca Souto-Rubio(Spain).- On the golden ratio:Michel Spira
(Brazil).- The international assessment of mathematical literacy: PISA
2012framework and items:Kaye Stacey (Australia).- Applications and modelling
research in secondary classrooms: What have we learnt?Gloria Stillman
(Australia).- Hidden cultural variables to promote mathematics and
mathematics education Are there royal roads?Guenter Toerner (Germany).-
Mathematics competition questions: Their pedagogical values and an
alternative approach of classification:Tin Lam Toh (Singapore).- What does it
mean to understand some mathematics?Zalman Usiskin (USA).- Mapping
mathematical leaps of insight:Caroline Yoon (New Zealand).- Conflicting
perspectives of power, identity, access and language choice in multilingual
teachers voices:Lyn Webb (South Africa).- Mathematics at university: The
anthropological approach:Carl Winsløw (Denmark).- Use of student mathematics
questioning to promote active learning and metacognition:Khoon Yoong Wong
(Singapore).- The examination system in China: The case of Zhongkao
mathematics:Yingkang Wu (China).
