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This anthology, consisting of two volumes, is intended to equip
background researchers, practitioners and students of international
mathematics education with intimate knowledge of mathematics
education in Russia. Volume I, entitled Russian Mathematics
Education: History and World Significance, consists of several
chapters written by distinguished authorities from Russia, the
United States and other nations. It examines the history of
mathematics education in Russia and its relevance to mathematics
education throughout the world. The second volume, entitled Russian
Mathematics Education: Programs and Practices will examine specific
Russian programs in mathematics, their impact and methodological
innovations. Although Russian mathematics education is highly
respected for its achievements and was once very influential
internationally, it has never been explored in depth. This
publication does just that.
This anthology, consisting of two volumes, is intended to equip
background researchers, practitioners and students of international
mathematics education with intimate knowledge of mathematics
education in Russia.Volume I, entitled Russian Mathematics
Education: History and World Significance, consists of several
chapters written by distinguished authorities from Russia, the
United States and other nations. It examines the history of
mathematics education in Russia and its relevance to mathematics
education throughout the world. The second volume, entitled Russian
Mathematics Education: Programs and Practices will examine specific
Russian programs in mathematics, their impact and methodological
innovations. Although Russian mathematics education is highly
respected for its achievements and was once very influential
internationally, it has never been explored in depth. This
publication does just that.
This book is a collection of scholarly studies in the history of
mathematics education, very abbreviated versions of which were
presented at the ICMI Congress in 2021. The book discusses issues
in education in Brazil and Belgium, in Poland and Spain, in Russia
and the United States. Probably the main factor that unifies the
chapters of the book is their attention to key moments in the
formation of the field of mathematics education. Topics discussed
in the book include the formation and development of mathematics
education for women; the role of the research mathematician in the
formation of standards for writing textbooks; the formation of
curricula and the most active figures in this formation during the
New Math period; the formation of certain distinctive features of
curricula in Poland; the formation of the views of David Eugene
Smith and the influence of European mathematics education on him;
the formation of the American mathematics community; and the
creation of such forms of student assessment as entrance exams to
higher educational institutions. The book is of interest not only
to historians of mathematics education, but also to wide segments
of specialists in other areas of mathematics education.
This contributed volume is devoted to the recent history and
evolution of mathematics education in Eastern Europe, exploring how
it was influenced by social and political changes in this part of
the world. Despite the broad recognition of the importance of these
changes, little scholarship exists that examines the ways in which
they were followed by changes in the teaching of mathematics in the
post-socialist countries. Indeed, the analyzed processes are
complex and vary across the states. Accordingly, this book touches
on many factors--including differences in cultures and traditions -
that find expression in the teaching of mathematics. Specifically,
this volume seeks to explore what changes there were in education
in general and in the position of mathematics in school education
in these years, and how these changes may be explained and
documented; what changes there were in the content of mathematics
education and its assessment, and how were they motivated and
adopted; what new textbooks appeared and what new methodological
ideas were offered in them; how and why mathematics teacher
education and/or professional development changed; what was the
role (if any) of foreign influences on mathematics education,
etc.The book will be of interest to both researchers in mathematics
education and practitioners-teachers, as well as a broader audience
of historians and educators exploring the political aspects of
education.
This contributed volume is devoted to the recent history and
evolution of mathematics education in Eastern Europe, exploring how
it was influenced by social and political changes in this part of
the world. Despite the broad recognition of the importance of these
changes, little scholarship exists that examines the ways in which
they were followed by changes in the teaching of mathematics in the
post-socialist countries. Indeed, the analyzed processes are
complex and vary across the states. Accordingly, this book touches
on many factors--including differences in cultures and traditions -
that find expression in the teaching of mathematics. Specifically,
this volume seeks to explore what changes there were in education
in general and in the position of mathematics in school education
in these years, and how these changes may be explained and
documented; what changes there were in the content of mathematics
education and its assessment, and how were they motivated and
adopted; what new textbooks appeared and what new methodological
ideas were offered in them; how and why mathematics teacher
education and/or professional development changed; what was the
role (if any) of foreign influences on mathematics education,
etc.The book will be of interest to both researchers in mathematics
education and practitioners-teachers, as well as a broader audience
of historians and educators exploring the political aspects of
education.
This work examines the main directions of research conducted on the
history of mathematics education. It devotes substantial attention
to research methodologies and the connections between this field
and other scholarly fields. The results of a survey about academic
literature on this subject are accompanied by a discussion of what
has yet to be done and problems that remain unsolved. The main
topics you will find in "ICME-13 Topical Survey" include: *
Discussions of methodological issues in the history of mathematics
education and of the relation between this field and other
scholarly fields. * The history of the formation and transformation
of curricula and textbooks as a reflection of trends in
social-economic, cultural and scientific-technological development.
* The influence of politics, ideology and economics on the
development of mathematics education, from a historical
perspective. * The history of the preeminent mathematics education
organizations and the work of leading figures in mathematics
education. * Mathematics education practices and tools and the
preparation of mathematics teachers, from a historical perspective.
This book is a collection of scholarly studies in the history of
mathematics education, very abbreviated versions of which were
presented at the ICMI Congress in 2021. The book discusses issues
in education in Brazil and Belgium, in Poland and Spain, in Russia
and the United States. Probably the main factor that unifies the
chapters of the book is their attention to key moments in the
formation of the field of mathematics education. Topics discussed
in the book include the formation and development of mathematics
education for women; the role of the research mathematician in the
formation of standards for writing textbooks; the formation of
curricula and the most active figures in this formation during the
New Math period; the formation of certain distinctive features of
curricula in Poland; the formation of the views of David Eugene
Smith and the influence of European mathematics education on him;
the formation of the American mathematics community; and the
creation of such forms of student assessment as entrance exams to
higher educational institutions. The book is of interest not only
to historians of mathematics education, but also to wide segments
of specialists in other areas of mathematics education.
ICMI (or IMUK) was founded in 1908 and initiated the establishment
of national subcommissions to launch national activities in
response to the IMUK agenda and to promote the reform proposals
within each member country.While ICMI's activities were thoroughly
studied, the activities of the national subcommissions are studied
only very marginally. In the meantime, their work has been of major
importance - both because of their role in exploring and
documenting the development of mathematics education at the
beginning of the 20th century, and because of the changes and new
ideas which they brought to their countries. Importantly, even if
some results of their activities were analyzed within their
countries in the corresponding languages, almost nothing is known
internationally. This book is planned to deepen our knowledge on at
least some of the national subcommissions. The book will interest
both researchers and others interested in mathematics education and
its development.
The book is a collection of problems in school mathematics
specifically written for the teachers. It is an attempt to enrich
prospective and current teachers with the deep knowledge of school
mathematics and to develop their reasoning and proving skills.
Also, it is supposed to help them to anticipate and analyze their
students' errors and use them as teachable moments. The book is
intended to be used in mathematics education courses (or
professional development) for pre-service or in-service secondary
school teachers. It can be used in graduate and undergraduate
courses, in accordance with the orientations of different teacher
preparation programs. Additionally, it can be used for the
independent studies. One can also imagine situations in which
teachers might use certain problems from this problem book directly
in working with students, but this would constitute a supplementary
use of the book.
The book is a collection of problems in school mathematics
specifically written for the teachers. It is an attempt to enrich
prospective and current teachers with the deep knowledge of school
mathematics and to develop their reasoning and proving skills.
Also, it is supposed to help them to anticipate and analyze their
students' errors and use them as teachable moments. The book is
intended to be used in mathematics education courses (or
professional development) for pre-service or in-service secondary
school teachers. It can be used in graduate and undergraduate
courses, in accordance with the orientations of different teacher
preparation programs. Additionally, it can be used for the
independent studies. One can also imagine situations in which
teachers might use certain problems from this problem book directly
in working with students, but this would constitute a supplementary
use of the book.
This is the first comprehensive International Handbook on the
History of Mathematics Education, covering a wide spectrum of
epochs and civilizations, countries and cultures. Until now, much
of the research into the rich and varied history of mathematics
education has remained inaccessible to the vast majority of
scholars, not least because it has been written in the language,
and for readers, of an individual country. And yet a historical
overview, however brief, has become an indispensable element of
nearly every dissertation and scholarly article. This handbook
provides, for the first time, a comprehensive and systematic aid
for researchers around the world in finding the information they
need about historical developments in mathematics education, not
only in their own countries, but globally as well. Although written
primarily for mathematics educators, this handbook will also be of
interest to researchers of the history of education in general, as
well as specialists in cultural and even social history.
The experience and knowledge acquired in teacher education courses
should build important fundamentals for the future teaching of
mathematics. In particular, experience in mathematical problem
solving, and in planning lessons devoted to problem solving, is an
essential component of teacher preparation. This book develops a
problem solving approach and is intended to be a text used in
mathematics education courses (or professional development) for
pre-service or in-service middle and secondary school teachers. It
can be used both in graduate and undergraduate courses, in
accordance with the focus of teacher preparation programs. The
content of the book is suited especially for those students who are
further along in their mathematics education preparation, as the
text is more involved with mathematical ideas and problem solving,
and discusses some of the intricate pedagogical considerations that
arise in teaching. The text is written not as an introduction to
mathematics education (a first course), but rather as a second, or
probably, third course. The book deals both with general
methodology issues in mathematics education incorporating a problem
solving approach (Chapters 1-6) and with more concrete applications
within the context of specific topics - algebra, geometry, and
discrete mathematics (Chapters 7-13). The book provides
opportunities for teachers to engage in authentic mathematical
thinking. The mathematical ideas under consideration build on
specific middle and secondary school content while simultaneously
pushing the teacher to consider more advanced topics, as well as
various connections across mathematical domains. The book strives
to preserve the spirit of discussion, and at times even argument,
typical of collaborative work on a lesson plan. Based on the
accumulated experience of work with future and current teachers,
the book assumes that students have some background in lesson
planning, and extends their thinking further. Specifically, this
book aims to provide a discussion of how a lesson plan is
constructed, including the ways in which problems are selected or
invented, rather than the compilation of prepared lesson plans.
This approach reflects the authors' view that the process of
searching for an answer is often more important than the formal
result.
The experience and knowledge acquired in teacher education courses
should build important fundamentals for the future teaching of
mathematics. In particular, experience in mathematical problem
solving, and in planning lessons devoted to problem solving, is an
essential component of teacher preparation. This book develops a
problem solving approach and is intended to be a text used in
mathematics education courses (or professional development) for
pre-service or in-service middle and secondary school teachers. It
can be used both in graduate and undergraduate courses, in
accordance with the focus of teacher preparation programs. The
content of the book is suited especially for those students who are
further along in their mathematics education preparation, as the
text is more involved with mathematical ideas and problem solving,
and discusses some of the intricate pedagogical considerations that
arise in teaching. The text is written not as an introduction to
mathematics education (a first course), but rather as a second, or
probably, third course. The book deals both with general
methodology issues in mathematics education incorporating a problem
solving approach (Chapters 1-6) and with more concrete applications
within the context of specific topics - algebra, geometry, and
discrete mathematics (Chapters 7-13). The book provides
opportunities for teachers to engage in authentic mathematical
thinking. The mathematical ideas under consideration build on
specific middle and secondary school content while simultaneously
pushing the teacher to consider more advanced topics, as well as
various connections across mathematical domains. The book strives
to preserve the spirit of discussion, and at times even argument,
typical of collaborative work on a lesson plan. Based on the
accumulated experience of work with future and current teachers,
the book assumes that students have some background in lesson
planning, and extends their thinking further. Specifically, this
book aims to provide a discussion of how a lesson plan is
constructed, including the ways in which problems are selected or
invented, rather than the compilation of prepared lesson plans.
This approach reflects the authors' view that the process of
searching for an answer is often more important than the formal
result.
This is the first comprehensive International Handbook on the
History of Mathematics Education, covering a wide spectrum of
epochs and civilizations, countries and cultures. Until now, much
of the research into the rich and varied history of mathematics
education has remained inaccessible to the vast majority of
scholars, not least because it has been written in the language,
and for readers, of an individual country. And yet a historical
overview, however brief, has become an indispensable element of
nearly every dissertation and scholarly article. This handbook
provides, for the first time, a comprehensive and systematic aid
for researchers around the world in finding the information they
need about historical developments in mathematics education, not
only in their own countries, but globally as well. Although written
primarily for mathematics educators, this handbook will also be of
interest to researchers of the history of education in general, as
well as specialists in cultural and even social history.
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