This book provides a collection of chapters from prominent mathematics educators in which they each discuss vital issues in mathematics education and what they see as viable directions research in mathematics education could take to address these issues. All of these issues are related to learning and teaching mathematics. The book consists of nine chapters, seven from each of seven scholars who participated in an invited lecture series (Scholars in Mathematics Education) at Brigham Young University, and two chapters from two other scholars who are writing reaction papers that look across the first seven chapters. The recommendations take the form of broad, overarching principles and ideas that cut across the field. In this sense, this book differs from classical “research agenda projects, ” which seek to outline specific research questions that the field should address around a central topic.
Inhoudsopgave
Preface.- Reflections on a Portrait of our Field.- Making Progress in U.S. Mathematics Education: Lessons Learned—Past, Present and Future.- The Constantly Underestimated Challenge of Improving Mathematics Instruction.- In the Absence of Meaning.- The Need for Theories of Conceptual Learning and Teaching of Mathematics.- Intellectual Need.- The False Dichotomy in Mathematics Education between Conceptual Understanding and Procedural Skills: An Example from Algebra.- Needed: Critical Foxes.- Where are the Foxes in Mathematics Education?.
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