The four sections in this Third International Handbook are concerned with: (a) social, political and cultural dimensions in mathematics education; (b) mathematics education as a field of study; (c) technology in the mathematics curriculum; and (d) international perspectives on mathematics education. These themes are taken up by 84 internationally-recognized scholars, based in 26 different nations. Each of section is structured on the basis of past, present and future aspects. The first chapter in a section provides historical perspectives ("How did we get to where we are now?"); the middle chapters in a section analyze present-day key issues and themes ("Where are we now, and what recent events have been especially significant?"); and the final chapter in a section reflects on policy matters ("Where are we going, and what should we do?"). Readership: Teachers, mathematics educators, ed.policy makers, mathematicians, graduate students, undergraduate students. Large set of authoritative, international authors.?

This entirely new Third International Handbook of Mathematics Education comprises 31 chapters which have been written by a total of 84 different authors representing 26 nations, each a recognized expert in the field.

 

Comprised of four sections: Social, Political and Cultural Dimensions in Mathematics Education; Mathematics Education as a Field of Study; Technology in the Mathematics Curriculum; and International Perspectives on Mathematics Education, this Third Handbook offers essential reading for all persons interested in the future of mathematics education. The authors present challenging international perspectives on the history of mathematics education, current issues, and future directions.

 

What makes this Handbook unique is its structure. Each section covers past, present and future aspects of mathematics education.

 

• The first chapter in each section identifies and analyzes historical antecedents
• The "middle" chapters draw attention to present-day key issues and themes
• The final chapter in each section reflect on policy matters and future directions

 

We are in an unprecedented era of globalization in education, and this Handbook provides an impressive example of the kind of collaboration needed if we are to make progress on key issues facing mathematics education.