This international and interdisciplinary collection of chapters presents and discusses the many issues and educational practices that are touched on by constructivism. Drawing on perspectives from a range of different fields (ethics, mathematics education, philosophy, social psychology, science education, social studies), this book invites us to reposition ourselves in relation to the major currents that have influenced education in this century, namely pragmatism, genetic epistemology, and social interactionism. The essays call for new reflection on the questions that are central to the project of education and that, in particular, involve the validity of knowledge and types of knowledge, the compartmentalization of school subjects, the mediating role of teachers, and, above all, the ends of education. In so doing, this book relaunches the discussion on constructivism's potential for the social empowerment of groups and individuals.

This international and interdisciplinary collection of chapters presents and discusses the many issues and educational practices that are touched on by constructivism. Drawing on perspectives from a range of different fields (ethics, mathematics education, philosophy, social psychology, science education, social studies), this book invites us to reposition ourselves in relation to the major currents that have influenced education in this century, namely pragmatism, genetic epistemology, and social interactionism. The essays call for new reflection on the questions that are central to the project of education and that, in particular, involve the validity of knowledge and types of knowledge, the compartmentalization of school subjects, the mediating role of teachers, and, above all, the ends of education. In so doing, this book relaunches the discussion on constructivism's potential for the social empowerment of groups and individuals.

Schools everywhere are being confronted with evolving learning and teaching paradigms that call into question a number of traditional math teaching techniques. These changes demand serious reflection on how to support frontline educators in developing their teaching skills.

Alternative approaches to professional development have been established worldwide that support teacher education and contribute to professional development that is informed by practice, created for practice and refined in practice. This volume provides a rich portrait of these emergent strategies in the professional development of math teachers, bridging the divide between theory and practice.

Written by researchers around the world, the contributions examine innovative approaches to the professional development of math teachers in different countries. Many of these approaches take into account the practitioner's point of view and are fundamentally rooted in the context of the classroom.