This third edition of the Handbook of International Research in Mathematics Education provides a comprehensive overview of the most recent theoretical and practical developments in the field of mathematics education. Authored by an array of internationally recognized scholars and edited by Lyn English and David Kirshner, this collection brings together overviews and advances in mathematics education research spanning established and emerging topics, diverse workplace and school environments, and globally representative research priorities. New perspectives are presented on a range of critical topics including embodied learning, the theory-practice divide, new developments in the early years, educating future mathematics education professors, problem solving in a 21st century curriculum, culture and mathematics learning, complex systems, critical analysis of design-based research, multimodal technologies, and e-textbooks. Comprised of 12 revised and 17 new chapters, this edition extends the Handbook's original themes for international research in mathematics education and remains in the process a definitive resource for the field.

This third edition ofthe Handbook of International Research in Mathematics Education provides a comprehensive overview of the most recent theoretical and practical developments in the field of mathematics education. Authored by an array of internationally recognized scholars and edited by Lyn English and David Kirshner, this collection brings together overviews and advances in mathematics education research spanning established and emerging topics, diverse workplace and school environments, and globally representative research priorities.

New perspectives are presented on a range of critical topics including embodied learning, the theory-practice divide, new developments in the early years, educating future mathematics education professors, problem solving in a 21st century curriculum, culture and mathematics learning, complex systems, critical analysis of design-based research, multimodal technologies, and e-textbooks. Comprised of 12 revised and 17 new chapters, this edition extends the Handbook’s original themes for international research in mathematics education and remains in the process a definitive resource for the field.

Table of Contents

Section 1. Priorities in International Mathematics Education Research. Chapter 01. Changing Agendas in International Research in Mathematics Education. Lyn D. English and David Kirshner. Chapter 02. Perspectives on Priority Mathematics Education: Unpacking and Understanding a Complex Relationship Linking Teacher Knowledge, Teaching, and Learning. Charalambos Y. Charalambous and Demetra Pitta-Pantazi. Chapter 03. Approaches to Embodied Learning in Mathematics. Susan Gerofsky. Chapter 04. Configuring Learning Theory in Support of Teaching. David Kirshner. Section 2. Democratic Access to Mathematics Learning. Chapter 05. Young Children’s Access to Powerful Mathematics Ideas: A Review of Current Challenges and New Developments in the Early Years. Joan Moss, Catherine D. Bruce, and Janette Bobis. Chapter 06. Powerful Ideas in Elementary School Mathematics. David W. Carraher and Analúcia D. Schliemann. Chapter 07. Students’ Access to Mathematics Learning in the Middle and Junior Secondary Schools. Teresa Rojano. Chapter 08. Mathematical Structure, Proof and Definition in Advanced Mathematical Thinking. Joanna Mamona-Downs and Martin L. N. Downs. Chapter 09. Reform as an Issue for Mathematics Education Research: Thinking about Change, Communication, and Cooperation. Michael N. Fried and Miriam Amit. Chapter 10. Prospective Mathematics Teachers’ Learning and Knowledge for Teaching. Joao Pedro Da Ponte and Olive Chapman. Chapter 11. Educating Future Mathematics Education Professors. Jeremy Kilpatrick and Denise Spangler. Section 3. Transformations in Learning Contexts. Chapter 12. Problem Solving in a 21st Century Mathematics Curriculum. Lyn D. English and Julie Gainsburg. Chapter 13. Critical Issues in Culture and Mathematics Learning. Peter Appelbaum and Charoula Stathopoulou. Chapter 14. Mathematics Education and Democracy: An Open Landscape of Tensions, Uncertainties, and Challenges. Ole Skovsmose and Miriam Godoy Penteado.Chapter 15. Toward a Sociology of Mathematics Education: Examining Democratic Access in U.S. Schools. Celia Rousseau Anderson and William F. Tate. Chapter 16. Mathematics Learning In and Out of School: Towards Continuity or Discontinuity? Guida de Abreu and Sarah Crafter. Chapter 17. Perspectives on Complex Systems in Mathematics Learning. Brent Davis and Elaine Simmt. Section 4. Advances in Research Methodologies. Chapter 18. Researching Mathematical Meanings for Teaching. Patrick W. Thompson. Chapter 19. Measurement Challenges in Mathematics Education Research. Rosemary Callingham. Chapter 20. Design Research: An Analysis and Critique. Paul Cobb, Kara Jackson, and Charlotte Dunlap. Chapter 21. The Intertwining of Theory and Practice: Influences on Ways of Teaching and Teachers’ Education. Annalisa Cusi and Nicolina A. Malara. Chapter 22. Knowledge creation through dialogic interaction between the practices of teaching and researching. Kenneth Ruthven and Simon Goodchild. Section 5. Influences of Advanced Technologies. Chapter 23. Foundations For The Future: The Potential of Multimodal Technologies for Learning Mathematics. Stephen Hegedus and David O. Tall. Chapter 24. Statistical Software and Mathematics Education: Affordances for Learning. Jane Watson and Noleine Fitzallen. Chapter 25. The Use of Digital Technology in Mathematical Practices: Reconciling Traditional and Emerging Approaches. Luis Moreno-Armella and Manuel Santos-Trigo. Chapter 26. Computerized Environments in Mathematics Classrooms: A Research-Design View. Rina Hershkowitz, Michal Tabach, and Tommy Dreyfus. Chapter 27. E-textbooks in/for Teaching and Learning Mathematics: A Potentially Transformative Educational Technology. Birgit Pepin, Ghislaine Gueudet, Michal Yerushalmy, Luc Trouche, and Daniel I. Chazan. Chapter 28. Digital Technologies in the Early Primary School Classroom. Nathalie Sinclair and Anna Baccaglini-Frank. Final Comment. Chapter 29. Mathematics Education Research: a strategic view. Hugh Burkhardt.

This book is a result of a symposium at a recent annual meeting of the American Educational Research Association that explored foundational issues relative to situated cognition theory. Its chapters contribute to discourse about repositioning situated cognition theory within the broader supporting disciplines and to resolving the problematics addressed within the book.
There is a cumulative vision to the book -- its theme is that the notion of the individual in situated cognition theory needs to be fundamentally reformulated. No theoretical reconfiguration of the social world or of social practices can overcome an individual cast in the dualist tradition. This reformulation probes the physiological, psychoanalytic, and semiotic constitution of persons. Chapters authors cover a wide range of topics including:
* transfer of training -- arguing that traditional cognitive psychology has found precious little evidence of people's ability to apply knowledge gained in one context to the problems encountered in another;
* ecosocial systems -- a new object of inquiry for situated cognition theory in which the primary units of analysis are not things or people, but processes and practices;
* how linkages between discursive practices are manifested as semiotic chaining of signifiers for individuals engaged in everyday activities at home or at school;
* how the ability to function in ways that are consistent with logic emerges not through reflective abstraction on actions, but through an enhanced sense of agency as more responsible roles are adopted in daily life practices;
* the mutual constitution of social and individual knowledge -- familiar terms and concepts normally available through linguistic labels are cultural models, to be distinguished from the variegated and hidden mid-level meanings that reflect their situated uses in social activity;
* the material (neurological) substrate through which cultural models and mid-level meanings emerge; and
* how learning environments can be structured to take advantage of the perceptual underpinnings of cognition.

Crocodiles, alligators, caimans, and gharials-the Crocodylia, known collectively as crocodylians (or crocodilians)-are the world's largest living reptiles. The largest of them, probably the estuarine or saltwater crocodile, Crocodylus porosus, can grow to almost twenty feet and weigh more than two thousand pounds. Crocodylians are creatures of great contrast. They can remain patiently still for ages, yet can also move like lightning to snap up a meal. They are formidably strong, active predators, with jaws that can tear apart large prey items, yet a mother or a father can gently assist hatchlings out of the eggs, and carry them to the water between their teeth. Because large crocodylians can (and do) eat people, they invite fear and loathing, but they also inspire curiosity and admiration. Biology and Evolution of Crocdylians is a comprehensive review of current knowledge about the world's largest and most famous living reptiles. Gordon Grigg's authoritative and accessible text and David Kirshner's stunning artwork and color photographs combine expertly in this contemporary celebration of crocodiles, alligators, caimans, and gharials. This book showcases the skills and capabilities that allow crocodylians to live how and where they do. It covers the biology and ecology of the extant species, conservation issues, crocodilian-human interaction, and the evolutionary history of the group. Richly illustrated with more than five hundred color photographs and black-and-white illustrations, this book will be a benchmark reference work for crocodylian biologists, herpetologists, and vertebrate biologists for years to come.