This volume--the first to bring together research on sociocultural aspects of mathematics education--presents contemporary and international perspectives on social justice and equity issues that impact mathematics education. In particular, it highlights the importance of three interacting and powerful factors--gender, social, and cultural dimensions. "Sociocultural Research on Mathematics Education: An International Perspective" is distinguished in several ways:
* It is research based. Chapters report on significant research projects; present a comprehensive and critical summary of the research findings; and offer a critical discussion of research methods and theoretical perspectives undertaken in the area.
* It is future oriented, presenting recommendations for practice and policy and identifying areas for further research.
* It deals with all aspects of formal and informal mathematics education and applications and all levels of formal schooling.
As the context of mathematics education rapidly changes-- with an increased demand for mathematically literate citizenship; an increased awareness of issues of equity, inclusivity, and accountability; and increased efforts for globalization of curriculum development and research-- questions are being raised more than ever before about the problems of teaching and learning mathematics from a non-cognitive science perspective. This book contributes significantly to addressing such issues and answering such questions. It is especially relevant for researchers, graduate students, and policymakers in the field of mathematics education.

This volume--the first to bring together research on sociocultural aspects of mathematics education--presents contemporary and international perspectives on social justice and equity issues that impact mathematics education. In particular, it highlights the importance of three interacting and powerful factors--gender, social, and cultural dimensions. "Sociocultural Research on Mathematics Education: An International Perspective" is distinguished in several ways:
* It is research based. Chapters report on significant research projects; present a comprehensive and critical summary of the research findings; and offer a critical discussion of research methods and theoretical perspectives undertaken in the area.
* It is future oriented, presenting recommendations for practice and policy and identifying areas for further research.
* It deals with all aspects of formal and informal mathematics education and applications and all levels of formal schooling.
As the context of mathematics education rapidly changes-- with an increased demand for mathematically literate citizenship; an increased awareness of issues of equity, inclusivity, and accountability; and increased efforts for globalization of curriculum development and research-- questions are being raised more than ever before about the problems of teaching and learning mathematics from a non-cognitive science perspective. This book contributes significantly to addressing such issues and answering such questions. It is especially relevant for researchers, graduate students, and policymakers in the field of mathematics education.

"Research and Supervision in Mathematics and Science Education" provides student researchers and their supervisors with information about both the essentials of planning, conducting, reporting, and publishing qualitative research, and the characteristics of quality supervision. It is focused primarily for postgraduate research students in mathematics and science education and their supervisors. It will also be of interest to students and faculty in other disciplines that use educational and sociological research paradigms.
The volume builds on two phenomena of recent years: first, the increasing momentum of postgraduate research in mathematics and science education and, second, the resulting need of those involved for knowledge about doing research and about engaging in quality supervision. The decision to address both research and supervision in one volume is a response to the fact that faculty who supervise postgraduate research often are in need of resources covering not only aspects of project and thesis supervision, but also the knowledge to assist students in research design, especially in the qualitative field.
Drawing on recent research and practice, the authors of the chapters in this book illustrate approaches and strategies that have been used successfully with, and by, postgraduate students. The book also has a strong future orientation, describing how postgraduate supervision and research will change as more and more students gain access to and make use of the vast array of technological resources now available.
A necessary and unique addition to books in the field of postgraduate research and supervision, this volume's particular appeal stems from its practical approach, its creative future perspective, and the wide generalizability of the thinking and ideas it presents.

This book presents a collection of stories from action research projects in schools and a university. This collection is more than simply an illustration of the scope of action research in education - it shows how projects that differ on a variety of dimensions can raise similar themes, problems and issues. The book begins with theme chapters discussing action research, social justice and partnerships in research. The case study chapters cover topics such as:
* school environment - how to make a school a healthier place to be
* parents - how to involve them more in decision-making
* students as action researchers
* a state system - a collaborative effort between university staff and a state education department
* gender - how to promote gender equity in schools
* improving assessment in the social sciences
* staff development planning
* doing a PhD through action research
* writing up action research projects.

Concerns about quality mathematics education are often posed in terms of the types of mathematics that are worthwhile and valuable for both the student and society in general, and about how to best support students so that they can develop this mathematics. Concerns about equity are about who is excluded from the opportunity to develop quality mathematics within our current practices and systems, and about how to remove social barriers that systematically disadvantage those students. This collection of chapters summarises our learning about the achievement of both equity and quality agendas in mathematics education and to move forward the debate on their importance for the field.

Concerns about quality mathematics education are often posed in terms of the types of mathematics that are worthwhile and valuable for both the student and society in general, and about how to best support students so that they can develop this mathematics. Concerns about equity are about who is excluded from the opportunity to develop quality mathematics within our current practices and systems, and about how to remove social barriers that systematically disadvantage those students. This collection of chapters summarises our learning about the achievement of both equity and quality agendas in mathematics education and to move forward the debate on their importance for the field.

This book aims to develop theoretical frameworks of the phenomena of internationalisation and globalisation and identify related ethical, moral, political and economic issues facing mathematics and science educators. It provides a wide representation of views some of which are not often represented in international publications. This is the first book to deal with issues of globalisation and internationalisation in mathematics and science education.

In the new times of globalisation, international academic contacts and collaborations are ever increasing. They are taking many forms, from international conferences and publications, student and academic exchange, cross cultural research projects, curriculum development to professional development activities and affect every aspect of academic life from teaching, research to service.

This book aims to develop theoretical frameworks of the phenomena of internationalisation and globalisation. It identifies related ethical, moral, political and economic issues facing mathematics and science educators. It provides a venue for the publication of results of international comparisons on cultural differences and similarities rather than merely on achievement and outcomes. The book represents the different voices and interests from around the world rather than consensus on issues, and serves as a forum for critical discussion of the various models and forms of international projects and collaborations.

The movement to take educational research out of the confines of academia and direct research projects into the settings where the knowledge is to be applied has resulted in a new approach to the investigation of teaching and learning. Action research projects have been at work in schools and universities for almost ten years now, thoroughly examining and often radically changing the environments in which teaching and learning take place.
This book presents a collection of stories describing action research projects in action in schools and a university, showing how projects that have differed in a variety of dimensions reveal similar underlying issues, problems and themes. With an emphasis on the topic of social justice and partnership, "Action Research in Practice" reveals, through case studies and sustained, thorough analysis, how educational research can be transformative in its very practice, as well as in the practices it recommends.

This book focuses on the development of research in mathematics education cultures and its products from the perspective of local educators. It consists of contributions from Mainland China, Indonesia, Korea, Macao, Singapore, the Philippines, and Turkey. This book examines the development of the culture of research in the respective countries and also reviews the research conducted in the recent past in mathematics education. It takes a critical stance through identifying the various accomplishments, and identifying challenges for the future of research in terms of its diversification and quality. Divided into two sections, the first section considers factors around the development of a research culture in the respective countries by focusing on the means used to develop research expertise and quality. The second section consists of overviews of the area of research and methodologies conducted in mathematics education in the various countries, with the intention of highlighting the research topics conducted as well as discussing omissions of such research.

Research and Supervision in Mathematics and Science Education provides student researchers and their supervisors with information about both the essentials of planning, conducting, reporting, and publishing qualitative research, and the characteristics of quality supervision. It is focused primarily for postgraduate research students in mathematics and science education and their supervisors. It will also be of interest to students and faculty in other disciplines that use educational and sociological research paradigms. The volume builds on two phenomena of recent years: first, the increasing momentum of postgraduate research in mathematics and science education and, second, the resulting need of those involved for knowledge about doing research and about engaging in quality supervision. The decision to address both research and supervision in one volume is a response to the fact that faculty who supervise postgraduate research often are in need of resources covering not only aspects of project and thesis supervision, but also the knowledge to assist students in research design, especially in the qualitative field. Drawing on recent research and practice, the authors of the chapters in this book illustrate approaches and strategies that have been used successfully with, and by, postgraduate students. The book also has a strong future orientation, describing how postgraduate supervision and research will change as more and more students gain access to and make use of the vast array of technological resources now available. A necessary and unique addition to books in the field of postgraduate research and supervision, this volume's particular appeal stems from its practical approach, its creative future perspective, and the wide generalizability of the thinking and ideas it presents.