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The First Sourcebook on Nordic Research in Mathematics Education:
Norway, Sweden, Iceland, Denmark and contributions from Finland
provides the first comprehensive and unified treatment of
historical and contemporary research trends in mathematics
education in the Nordic world. The book is organized in sections
co-ordinated by active researchers in mathematics education in
Norway, Sweden, Iceland, Denmark, and Finland. The purpose of this
sourcebook is to synthesize and survey the established body of
research in these countries with findings that have influenced
ongoing research agendas, informed practice, framed curricula and
policy. The sections for each country also include historical
articles in addition to exemplary examples of recently conducted
research oriented towards the future. The book will serve as a
standard reference for mathematics education researchers, policy
makers, practitioners and students both in and outside the Nordic
countries. This Sourcebook includes over 50 chapters from the
Nordic world. Section I- Norwegian Research in Mathematics
Education Section Editor: Simon Goodchild Introduction to the
Norwegian part of the Sourcebook of Nordic Research in Mathematics
Education Simon Goodchild The development of mathematics education
as a research field in Norway - an insider's personal reflections,
Trygve Breiteig and Simon Goodchild Section II- Swedish Research in
Mathematics Education Section Editor: Christer Bergsten Mathematics
education research in Sweden - An introduction Christer Bergsten
Some theoretical orientations of Swedish research Learning
difficulties and mathematical reasoning Johan Lithner, Torulf Palm
Section III - Icelandic Research in Mathematics Education Section
Editors: Guobjorg Palsdottir, Bharath Sriraman Mathematics
Education in Iceland: Explaining the Non-homogeneity in a
Homogenous System, Guony Helga Gunnarsdottir, Guobjorg Palsdottir,
Bharath Sriraman The History of Public Education in Mathematics in
Iceland and its Relations to Secondary Education, Kristin
Bjarnadottir Section IV - Danish Research in Mathematics Education
Section Editors: Bettina Dahl, Bharath Sriraman Section V-
Contributions from Finland Section Editor: Lenni Haapasalo
The diversity of research in mathematics education has been
addressed as both, a problem and a strength. When manifested
through adherence to different intellectual roots and theoretical
orientations, diversions constitute `refractions' of mathematics
education. The collection and analysis of empirical data in a study
are by necessity refracted through the specific analytical lens
employed, as well as the aim of the study itself. Refractions can
also refer to looking at old phenomena through new lenses. The
chapters in this book are refracted through philosophical,
political, mathematical and personal lenses by distinguished
authors in the field, addressing issues about the elusive
experience of doing mathematics, purification of texts,
refractions, mathematics and ethnomathematics, political messages
in textbook tasks, mathematics education policy debate, the
political in mathematics education research, philosophy and
mathematics, meanings and representations, identity of mathematical
modeling, and dilemmas in the teaching of calculus. An ancient
Sanskrit adage states that Knowledge is something that grows when
shared, but shrinks when hoarded. Academics engaged in the
generation of new Knowledge are blessed with both the time and the
freedom to engage in pursuits that allow for intellectual pleasure.
As a phenomenon of the Zeitgeist many have succumbed to the
increased corporatization of academic work, engaging in activities
for monetary and self advancement purposes. Are there any real
intellectuals left in academia, a la Adorno, Bourdieu, Chomsky,
Foucault, among others? This Festschrift is dedicated to academics
that don't bother with self promotion or aggrandizement of
themselves or their ideas in simplistic terms.
The diversity of research in mathematics education has been
addressed as both, a problem and a strength. When manifested
through adherence to different intellectual roots and theoretical
orientations, diversions constitute `refractions' of mathematics
education. The collection and analysis of empirical data in a study
are by necessity refracted through the specific analytical lens
employed, as well as the aim of the study itself. Refractions can
also refer to looking at old phenomena through new lenses. The
chapters in this book are refracted through philosophical,
political, mathematical and personal lenses by distinguished
authors in the field, addressing issues about the elusive
experience of doing mathematics, purification of texts,
refractions, mathematics and ethnomathematics, political messages
in textbook tasks, mathematics education policy debate, the
political in mathematics education research, philosophy and
mathematics, meanings and representations, identity of mathematical
modeling, and dilemmas in the teaching of calculus. An ancient
Sanskrit adage states that Knowledge is something that grows when
shared, but shrinks when hoarded. Academics engaged in the
generation of new Knowledge are blessed with both the time and the
freedom to engage in pursuits that allow for intellectual pleasure.
As a phenomenon of the Zeitgeist many have succumbed to the
increased corporatization of academic work, engaging in activities
for monetary and self advancement purposes. Are there any real
intellectuals left in academia, a la Adorno, Bourdieu, Chomsky,
Foucault, among others? This Festschrift is dedicated to academics
that don't bother with self promotion or aggrandizement of
themselves or their ideas in simplistic terms.
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