The diversity of research domains and theories in the field of
mathematics education has been a permanent subject of discussions
from the origins of the discipline up to the present. On the one
hand the diversity is regarded as a resource for rich scientific
development on the other hand it gives rise to the often repeated
criticism of the discipline's lack of focus and identity. As one
way of focusing on core issues of the discipline the book seeks to
open up a discussion about fundamental ideas in the field of
mathematics education that permeate different research domains and
perspectives. The book addresses transformation as one fundamental
idea in mathematics education and examines it from different
perspectives. Transformations are related to knowledge, related to
signs and representations of mathematics, related to concepts and
ideas, and related to instruments for the learning of mathematics.
The book seeks to answer the following questions: What do we know
about transformations in the different domains? What kinds of
transformations are crucial? How is transformation in each case
conceptualized?
General
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