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Past, present and future dimensions of mathematics education: Introduction to the Third International Handbook of Mathematics Education: M. A. (Ken) Clements.- VOLUME ONE.- SECTION A: SOCIAL, POLITICAL AND CULTURAL DIMENSIONS IN MATHEMATICS EDUCATION.- Introduction to Section A: Social, Political and Cultural Dimensions in Mathematics Education: Christine Keitel.- 1. From the few to the many: Historical perspectives on who should learn mathematics: M. A. (Ken) Clements, C. Keitel, Alan J. Bishop, Jeremy Kilpatrick and Frederick Leung.- 2  Theories for studying social, political and cultural dimensions of mathematics education: Eva Jablonka, David Wagner and Margaret Walshaw.- 3. Understanding and overcoming “disadvantage” in learning mathematics    : Lulu Healey and Arthur B. Powell.- 4. Beyond deficit models of learning mathematics: Sociocultural directions for change and research: Cristina Frade, Nadja Acioly-Régnier and Li Jun.- 5. Studying learners in intercultural contexts: Yoshinori Shimizu and Gaye Williams.- 6. Learners in transition between contexts: Tamsin Meaney and Troels Lange.-7. Critical perspectives on adults’ mathematics education:          Jeff Evans, Tine Wedege and Keiko Yasukawa.- 8. The politics of equity and access in teaching and learning mathematics: Neil A. Pateman and Chap Sam Lim.- SECTION B:  MATHEMATICS EDUCATION AS A FIELD OF STUDY.- Introduction to Section B: Mathematics Education as a Field of Study: Alan J. Bishop.- 9. From mathematics and education to mathematics education: Fulvia Furinghetti, José Manuel Matos and Marta Menghini.- 10. Theories for  education: mathematics: Some developments and ways forward: Bharath Sriraman and Elena Nardi.- 11. Research methods in mathematics teacher education: Uwe Gellert, Rosa Becerra Hernández and Olive Chapman.- 12. Linking research to practice: Teachers as key stakeholders in mathematics education research: Carolyn Kieran, Konrad Krainer and J. Michael Shaughnessy.-13. Teachers learning from teachers: Allan Leslie White, Barbara Jaworski, Cecilia Agudelo-Valderrama and Zahra Gooya.- 14. Developing mathematics educators: Jarmila Novotná, Claire Margolinas and Bernard Sarrazy.- 15. Institutional contexts for research in  mathematics education: Tony Brown and David Clarke.- 16. Policy implications of developing mathematics education research: Celia Hoyles and Joan Ferrini-Mundy.- VOLUME TWO.- SECTION C:  TECHNOLOGY IN THE MATHEMATICS CURRICULUM.- Introduction to Section C: Technology in the mathematics curriculum: Frederick Leung.- 17. From the slate to the Web: Technology in the mathematics curriculum: David Lindsay Roberts, Allen Yuk Lun Leung and Abigail Lins.- 18. Modelling with mathematics and technologies: Julian Williams and Merrilyn Goos.- 19. Technology and the role of proof: The case of dynamic geometry: Nathalie Sinclair and Ornella Robutti.- 20. How might Computer Algebra Systems change the role of algebra in the school curriculum?: M. Kathleen Heid, Mike Thomas and Rose Mary Zbiek.- 21. Technologies for enhancing statistical reasoning at the school level:       Rolf Biehler, Dani Ben-Zvi, Arthur Bakker and Katie Makar.- 22. Learning with the Use of the Internet: Marcelo C. Borba, Philip Clarkson and George Gadanidis.- 23. Technology and assessment in mathematics: Kaye Stacey and Dylan Wiliam.- 24.                Technology-driven developments and policy implications for mathematics education: Luc Trouche, Paul Drijvers, Ghislaine Gueudet and Ana Isabel Sacristán.- SECTION D:  INTERNATIONAL PERSPECTIVES ON MATHEMATICS EDUCATION.- Introduction to Section D: International Perspectives on Mathematics Education: Jeremy Kilpatrick.

<p><b>M. A. (“Ken”) Clements</b><i> </i>is Professor in the Department of Mathematics at Illinois State University. After teaching in schools for 10 years, he taught in three Australian universities (Monash, Deakin, and Newcastle), and at Universiti Brunei Darussalam (1997–2004).<i> </i>He has served as a consultant in India, Malaysia, PNG, South Africa, Thailand and Vietnam, and has been an editor for the three international handbooks on mathematics education (1996, 2003, 2012). He has written or edited 25 books and has authored many peer-reviewed articles. In 1996 he co-authored, with Nerida Ellerton, a UNESCO book on mathematics education research. He is honorary life member of both the Mathematics Education Research Group of Australasia (MERGA) and the Mathematical Association of Victoria (MAV).</p><p><p><b>Alan Bishop</b> is Emeritus Professor at Monash University, Australia. He was Professor of Education at Monash University between 1992 and 2002 .He edited (1978-90) the international research journal, <i>Educational Studies in Mathematics,</i> published by Kluwer, and has been an Advisory Editor since 1990. He is Managing Editor of the book series Mathematics Education Library, also published by Kluwer (1980–present). He has authored or edited several influential books, reports, articles and chapters on mathematics education, and was Chief Editor of the first two International Handbooks of Mathematics Education (1996 and 2003) published by Kluwer (now Springer). </p><p><p><b>Christine Keitel is </b>Professor of Mathematics Education at the Freie University, Berlin, where she teaches prospective primary and secondary school teachers of mathematics. In the 1970s she worked as a research fellow at Max-Planck-Institute for Educational Research in Berlin on theoretical and practical approaches to curriculum development. In 1980, she became Director of a practice-oriented teacher education project at the Institute for Didactics ofMathematics in Bielefeld. She then moved to the Technical University of Berlin (TUB) and passed her Habilitation/venia legendi in the Mathematics Department of that University. In 1990 she obtained her professorship at Freie University. </p><p><p>Her main research interests are mathematics as a social practice; philosophy and sociology of mathematics and the sciences; mathematics for all; mathematical literacy; mathematics education and technology; social justice and mathematics education: gender, ethnicity and class and the politics of schooling; history and current state of mathematics education around the world; comparative studies on mathematics classroom practice and learners’ perspectives; political and social dimensions of research on mathematics classroom practice, internationalisation and globalisation of scientific collaboration; difficulties faced by students and teachers in mathematics classrooms; mathematics education and values. </p><p><p>In 1994 and in 1999–2001 she was guest professor in South Africa/Durban, and in Melbourne and Queensland in 2002 and 2004. In 1999 she was awarded an Honorary Doctorate in Sciences by the University of Southampton, and the A. v. Humboldt-Scholarship Award for Research and Capacity Building in South Africa. In 2009 she was awarded an Honorary Doctorate in Sciences by the University of Shumen, Bulgaria. Between 1999 and 2001 and also between 2007 and 2010 she was Vice-President of Freie University responsible for transformation of study orders into Bachelor and Master programs.</p><p><p><b>Jeremy Kilpatrick </b>is Regents Professor of Mathematics Education at the University of Georgia. He holds A.B. and M.A. degrees from the University of California, Berkeley, and M.S. and Ph.D. degrees from Stanford University. Before joining the Georgia faculty, he taught at Teachers College, Columbia University. He is a National Associate of the National Academy of Sciences and a Fellow of the American Educational ResearchAssociation, received a 2003 Lifetime Achievement Award from the National Council of Teachers of Mathematics, and received the 2007 Felix Klein Medal honoring lifetime achievement in mathematics education from the International Commission on Mathematical Instruction.</p><p><b>Frederick Koon-Shing Leung </b>is Professor in Mathematics Education within the Faculty of Education of the University of Hong Kong. Born and raised in Hong Kong, he obtained B.Sc., Cert. Ed. and M.Ed. qualifications from the University of Hong Kong, and Ph.D. from the University of London Institute of Education. His major research interests are in the comparison of mathematics education in different countries, and in the influence of culture on teaching and learning. He is principal investigator of a number of major research projects, including the Hong Kong component of the Trends in International Mathematics and Science Study (TIMSS), the TIMSS Video Study, and the Learner’s Perspective Study (LPS). He was a member of the Executive Committee of the International Commission on Mathematical Instruction (ICMI) and the Standing Committee of the International Association for the Evaluation of Academic Achievement (IEA). He was awarded a Senior Fulbright Scholarship in 2003, and is a honorary professor of Beijing Normal University, Southwest University, and Zhejiang Normal University in China.</p><p>

<p>This entirely new <i>Third International Handbook of Mathematics Education</i> comprises 31 chapters which have been written by a total of 84 different authors representing 26 nations, each a recognized expert in the field.</p><p> </p><p>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 <i>Third Handbook</i> 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. </p><p> </p><p>What makes this <i>Handbook</i> unique is its structure. Each section covers past, present and future aspects of mathematics education. </p><p> </p><ul><li>The first chapter in each section identifies and analyzes historical antecedents </li><li>The “middle” chapters draw attention to present-day key issues and themes</li><li>The final chapter in each section reflect on policy matters and future directions </li></ul><p> </p><p>We are in an unprecedented era of globalization in education, and this <i>Handbook</i> provides an impressive example of the kind of collaboration needed if we are to make progress on key issues facing mathematics education.</p>

Covers the changes and developments that have occured in the field since 2001 Includes many authors of recognized international expertise Each of the four sections contains a historical analysis as well as a chapter on policy implications Essential reference to all those who shape educational policy