How and why is mathematics taught? These can be problematic
questions. This book seeks to improve on our modern answers,
finding better and more truthful explanations that are supported by
evidence. The contributors to the book have various perspectives,
but their chapters are cross-referenced and commented on, to create
a stimulating discourse. Agreement is found on particular matters,
such as the need for non-hierarchical approaches, and the
contributions are all written to be relevant to policy-makers and
practitioners, as well as researchers.
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