This book provides an essential introduction to the state-of the-art in interdisciplinary Mathematics Education. First, it begins with an outline of the field's relevant historical, conceptual and theoretical backgrounds, what "discipline" means and how inter-, trans-, and meta-disciplinary activities can be understood. Relevant theoretical perspectives from Marx, Foucault and Vygotsky are explained, along with key ideas in theory, e.g. boundaries, discourses, identity, and the division of labour in practice. Second, the book reviews research findings of mainly empirical studies on interdisciplinary work involving mathematics in education, in all stages of education that have become disciplined. For example, it reports that a common theme in studies in middle and high schools is assessing the motivational benefits for the learner of subsuming disciplinary motives and even practices to extra-academic problem-solving activities; this is counter-balanced by the effort needed to overcome the disciplinary boundaries in academic institutions, and in professional identities. These disciplinary boundaries are less obviously limitations in middle and primary schools, and in some vocational courses. Third and finally, it explores selected case studies that illustrate these concepts and findings, both in terms of the motivational benefits for learners and the institutional and other boundaries involved.

This open access book is the first major publication on the topic of "Interdisciplinary Mathematics Education" and arose from the work of the first International Topic Study Group of the same name at the ICME-13 conference in Hamburg in 2016. It offers extensive theoretical insights, empirical research, and practitioner accounts of interdisciplinary mathematics work in STEM and beyond (e.g. in music and the arts). Scholars and practitioners from four continents contributed to this comprehensive book, and present studies on: the conceptualizations of interdisciplinarity; implementation cases at schools and tertiary institutions; teacher education; and implications for policy and practice. Each chapter, and the book itself, closes with an assessment of the most significant aspects that those involved in policy and practice, as well as future researchers, should take into account.

The mistakes children make in mathematics are usually not just mistakes - they are often intelligent generalizations from previous learning. Following several decades of academic study of such mistakes, the phrase errors and misconceptions has recently entered the vocabulary of mathematics teacher education and has become prominent in the curriculum for initial teacher education.

. . The popular view of childrens errors and misconceptions is that they should be corrected as soon as possible. The authors contest this, perceiving them as potential windows into childrens mathematics. Errors may diagnose significant ways of thinking and stages in learning that highlight important opportunities for new learning.

. . This book uses extensive, original data from the authors own research on childrens performance, errors and misconceptions across the mathematics curriculum. It progressively develops concepts for teachers to use in organizing their understanding and knowledge of childrens mathematics, offers practical guidance for classroom teaching and concludes with theoretical accounts of learning and teaching.

. . "Childrens Mathematics 4-15" is a groundbreaking book, which transforms research on diagnostic errors into knowledge for teaching, teacher education and research on teaching. It is essential reading for teachers, students on undergraduate teacher training courses and graduate and PGCE mathematics teacher trainees, as well as teacher educators and researchers..

During World War II the ability of American ground forces to advance in the face of fierce resistance was largely dependent on the precision of artillery barrages. Aerial observation was frequently the only effective means to locate enemy targets. For this mission the Army air corps used prewar light civilian airplanes (usually reconfigured Piper Cubs) known as Grasshoppers for their ability to take off from and land in tight places like dirt roads, grass fields, and ships. In addition to pinpointing enemy artillery, these aircraft were often assigned other missions-medical evacuations, reporting on enemy troop movements, and reconnaissance-often armed only with handguns. Julian W. Cummings began flying lightweight Piper Cubs as a young man and was recruited for the experimental and high-risk aerial reconnaissance unit of the U.S. Army's Third Infantry Division. In this memoir he chronicles his daring missions from first flights in the North African campaign through the end of the war. He flew 485 missions in both theaters, and for his extraordinary bravery in Sicily he was awarded the Distinguished Service Cross. Grasshopper Pilot gives long-overdue attention and credit to the crucial role these courageous men played in combat and adds valuable information to an understudied dimension of the war.