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The teaching and learning of mathematics in Saskatchewan-one of
three Canadian provinces sharing a border with Montana-has a long
and storied history. An integral part of the past 50 years
(1961-2011) of history has been vinculum: Journal of the
Saskatchewan Mathematics Teachers' Society (in its many different
renditions). This monograph, which presents ten memorable articles
from each of the past five decades (i.e., 50 articles from the past
50 years of the journal), provides an opportunity to share this
rich history with a wide range of individuals interested in the
teaching and learning of mathematics and mathematics education.
Each decade begins with an introduction, providing a historical
context, and concludes with a decade-specific commentary by a
prominent member of the Saskatchewan mathematics education
community. As a result, this monograph provides a historical
account as well as a contemporary view of many of the trends and
issues (e.g., curriculum, technology) in the teaching and learning
of mathematics. This book is meant to serve as a resource for a
variety of individuals, including teachers of mathematics,
mathematics teacher educators, mathematics education researchers,
historians, and undergraduate and graduate students and, further,
as a celebratory retrospective on the work of the Saskatchewan
Mathematics Teachers' Society.
The teaching and learning of mathematics in Saskatchewan-one of
three Canadian provinces sharing a border with Montana-has a long
and storied history. An integral part of the past 50 years
(1961-2011) of history has been vinculum: Journal of the
Saskatchewan Mathematics Teachers' Society (in its many different
renditions). This monograph, which presents ten memorable articles
from each of the past five decades (i.e., 50 articles from the past
50 years of the journal), provides an opportunity to share this
rich history with a wide range of individuals interested in the
teaching and learning of mathematics and mathematics education.
Each decade begins with an introduction, providing a historical
context, and concludes with a decade-specific commentary by a
prominent member of the Saskatchewan mathematics education
community. As a result, this monograph provides a historical
account as well as a contemporary view of many of the trends and
issues (e.g., curriculum, technology) in the teaching and learning
of mathematics. This book is meant to serve as a resource for a
variety of individuals, including teachers of mathematics,
mathematics teacher educators, mathematics education researchers,
historians, and undergraduate and graduate students and, further,
as a celebratory retrospective on the work of the Saskatchewan
Mathematics Teachers' Society.
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