Educational Paths to Mathematics

<p>Educational Paths to Mathematics: Which Paths Forward to What Mathematics?</p><p>Uwe Gellert and Corinne Hahn</p><p></p><p></p><p></p><p>Part I Cultural Tensions in the Field of Mathematics Education</p><p>Re-Interpreting Students’ Interest in Mathematics: Youth Culture and Subjectivity</p><p>Paola Valero</p><p></p><p></p><p>Connecting Place and Community to Mathematics Instruction in Rural Schools</p><p>Robert Klein</p><p></p><p>Establishing Mathematics Classroom Culture: Concealing and Revealing the Rules of the Game</p><p>Christine Knipping, David Reid and Hauke Straehler-Pohl</p><p></p><p> </p><p>Part II Working with Adults</p><p> </p><p>Learning Mathematics in and out of School: A Workplace Education Perspective</p><p>Gail E. FitzSimons</p><p></p><p> </p><p>Mathematical Modelling and Bank Loan Systems: An Experience with Adults Returning to School</p><p>Vera Helena Giusti de Souza, Rosana Nogueira de Lima, Tânia Maria Mendonça Campos and Leonardo Gerardini</p><p></p><p> </p><p></p><p>Working with Adults: A Commentary</p><p>Javier Díez-Palomar</p><p></p><p></p><p>Part III Working with Pre-Schoolers</p><p> </p><p>‘Number in Cultures’ as a Playful Outdoor Activity: Making Space for Critical Mathematics Education in the Early Years</p><p>Anna Chronaki, Georgia Moutzouri and Kostas Magos</p><p></p><p> </p><p></p><p>Fairness Through Mathematical Problem Solving in Preschool Education</p><p>Zoi Nikiforidou and Jenny Pange</p><p></p><p> </p><p>How Do Fair Sharing Tasks Facilitate Young Children’s Access to Fractional Concepts?</p><p>Julie Cwikla and Jennifer Vonk</p><p></p><p> </p><p>Working with Pre-Schoolers: A Dual Commentary</p><p>Michaela Kaslová and Sixto Romero</p><p></p><p></p><p>Part IV Taking Spaces and Modalities into Account</p><p> </p><p>Digital Mathematical Performances: Creating a Liminal Space for Participation</p><p>Susan Gerofsky</p><p></p><p> </p><p> </p><p>Participation in Mathematics Problem-Solving Through Gestures and Narration</p><p>Luciana Bazzini and Cristina Sabena</p><p></p><p> </p><p> </p><p>Considering the Classroom Space: Towards a Multimodal Analysis of the Pedagogical Discourse</p><p>Eleni Gana, Charoula Stathopoulou and Petros Chaviaris</p><p></p><p> </p><p> </p><p>Commentary: Semiotic Game, Semiotic Resources, Liminal Space––A Revolutionary Moment in Mathematics Education!</p><p>Peter Appelbaum</p><p></p><p> </p><p>Part V Criticising Public Discourse</p><p> </p><p>Numbers on the Front Page: Mathematics in the News</p><p>Dimitris Chassapis and Eleni Giannakopoulou</p><p></p><p></p><p>On the Role of Inconceivable Magnitude Estimation Problems to Improve Critical Thinking</p><p>Lluís Albarracín and Núria Gorgorió</p><p></p><p> </p><p>Criticizing Public Discourse and Mathematics Education: A Commentary</p><p>Charoula Stathopoulou</p><p></p><p> </p><p>Part VI Organising Dialogue and Enquiry</p><p> </p><p>Facilitating Deliberate Dialogue in Mathematics Classroom</p><p>Ana Serradó, Yuly Vanegas and Joaquim Giménez</p><p></p><p>Inquiry-Based Mathematics Teaching: The Case of Célia</p><p>Luís Menezes, Hélia Oliveira and Ana Paula Canavarro</p><p></p><p>Using Drama Techniques for Facilitating Democratic Access to Mathematical Ideas for All Learners</p><p>Panayota Kotarinou and Charoula Stathopoulou</p><p></p><p>Organising Dialogue and Enquiry: A Commentary</p><p>Lambrecht Spijkerboer and Leonor Santos</p><p></p><p></p><p>Part VII Providing Information Technology</p><p> </p><p>Educational Laptop Computers Integrated into Mathematics Classrooms</p><p>Maria Elisabette Brisola Brito Prado and Nielce Meneguelo Lobo da Costa</p><p></p><p> </p><p>Technology and Education: Frameworks to Think Mathematics Education in the 21st Century</p><p>Gilles Aldon</p><p></p><p> </p><p>Technology in the Teaching and Learning of Mathematics in the 21st Century: What Aspects Must Be Considered?</p><p>A Commentary</p><p>Fernando Hitt</p><p></p><p> </p><p>Part VIII Transcending Boundaries</p><p> </p><p>Family Math: Doing Mathematics to Increase the Democratic Participation in the Learning Process</p><p>Javier Díez-Palomar</p><p></p><p> </p><p>Service-Learning as Teacher Education</p><p>Peter Appelbaum</p><p></p><p></p><p>The Learning and Teaching of Mathematics as an Emergent Property Through Interacting Systems and Interchanging Roles:</p><p>A Commentary</p><p>Fragiskos Kalavasis and Corneille Kazadi</p><p></p><p> </p><p>Themes and Places of the CIEAEM Conferences Presidents of the Commission Internationale pour l’Etude et l’Amélioration de l’Enseignement des Mathématiques</p><p> </p><p> </p><p>Index</p>