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“Theories Of Mathematics Education: Seeking New Frontiers”

Sriraman, B., & English, L. (Eds.) (2009). Theories of Mathematics Education: Seeking New Frontiers. New York: Springer.

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Table of Contents
Part I: Surveying Theories and Philosophies of Mathematics Education
Preface to Part I
Jeremy Kilpatrick

Surveying Theories and Philosophies of Mathematics Education
Bharath Sriraman & Lyn English

Part II: Reflections on Theories of Learning
Preface to Part II: Ernest’s Reflections on Theories of Learning
Bharath Sriraman & Nick Haverhals

Reflections on Theories of Learning
Paul Ernest

Commentary 1 on Reflections of Theories of Learning by Paul Ernest
Simon Goodchild

Commentary 2 on Reflections of Theories of Learning
Paul Ernest

Part III: On Theoretical, Conceptual, and Philosophical Foundations for Research in Mathematics Education
Preface to Part III
Lyn D. English

On Theoretical, Conceptual, and Philosophical Foundations for Research in Mathematics Education
Frank K. Lester

Commentary 1 on On Theoretical, Conceptual, and Philosophical Foundations for Research in Mathematics Education
Guershon Harel

Part IV: Theories of Mathematics Education: Is Plurality a Problem?
Preface to Part IV
Norma Presmeg

Theories of Mathematics Education: Is Plurality a Problem?
Stephen Lerman

Commentary on Theories of Mathematics Education: Is Plurality a Problem?
Eva Jablonka & Christer Bergsten

Part V: Re-conceptualizing Mathematics Education as a Design Science
Preface to Part V
Lyn D. English

Re-conceptualizing Mathematics Education as a Design Science
Richard Lesh & Bharath Sriraman

Commentary 1 on Re-conceptualizing Mathematics Education as a Design Science
Miriam Amit

Commentary 2 on Re-conceptualizing Mathematics Education as a Design Science
Claus Michelsen

Commentary 3 on Re-conceptualizing Mathematics Education as a Design Science
David N. Boote

Part VI: The Fundamental Cycle of Concept Construction Underlying Various Theoretical Frameworks
Preface to Part VI
Stephen J. Hegedus

The Fundamental Cycle of Concept Construction Underlying Various Theoretical Frameworks
John Pegg & David Tall

Commentary on The Fundamental Cycle of Concept Construction Underlying Various Theoretical Frameworks
Bettina Dahl

Part VII: Symbols and Mediation in Mathematics Education
Preface to Part VII
Stephen J. Hegedus

Symbols and Mediation in Mathematics Education
Luis Moreno-Armella & Bharath Sriraman

Commentary on Problem Solving Heuristics, Affect and Discrete Mathematics: A Representational Discussion
Gerald A. Goldin

Part VIII: Problem Solving Heuristics, Affect and Discrete Mathematics: A Representational Discussion
Problem Solving Heuristics, Affect and Discrete Mathematics: A Representational Discussion
Gerald A. Goldin

Commentary on Symbols and Mediation in Mathematics Education
Jinfa Cai

Part IX: Problem Solving in the 21st Century
Preface to Part IX
Jinfa Cai

Problem Solving in the 21st Century
Lyn English & Bharath Sriraman

Commentary 1 on Problem Solving in the 21st Century
Peter Grootenboer

Commentary 2 on Problem Solving in the 21st Century
Alan Zollman

Part X: Embodied Minds and Dancing Brains: New Opportunities for Research in Mathematics Education
Preface to Part X
Layne Kalbfleisch

Embodied Minds and Dancing Brains: New Opportunities for Research in Mathematics Education
Stephen R. Campbell

Commentary on Embodied Minds and Dancing Brains: New Opportunities for Research in Mathematics Education
Scott Makeig

Part XI: DNR-Based Instruction in Mathematics as a Conceptual Framework
Preface to Part XI
Luis Moreno-Armella

DNR-Based Instruction in Mathematics as a Conceptual Framework
Guershon Harel

Commentary on DNR-Based Instruction in Mathematics as a Conceptual Framework
Bharath Sriraman, Hillary VanSpronsen, & Nick Haverhals

Part XII: Appreciating Scientificity in Qualitative Research
Appreciating Scientificity in Qualitative Research
Stephen J. Hegedus

Part XIII: Understanding a Teacher’s Actions in the Classroom by Applying Schoenfeld’s Theory Teaching-In-Context: Reflecting on Goals and Beliefs
Preface to Part XIII
Gerald A. Goldin

Understanding a Teacher’s Actions in the Classroom by Applying Schoenfeld’s Theory Teaching-In-Context: Reflecting on Goals and Beliefs
Gütner Törner, Katrin Rolka, Bettina Rösken, & Bharath Sriraman

Commentary on Understanding a Teacher’s Actions in the Classroom by Applying Schoenfeld’s Theory Teaching-In-Context: Reflecting on Goals and Beliefs
Dina Tirosh & Pessia Tsamir

Part XIV: Feminist Pedagogy and Mathematics
Preface to Part XIV
Gabriele Kaiser

Feminist Pedagogy and Mathematics
Judith E. Jacobs

Commentary 1 on Feminist Pedagogy and Mathematics
Gilah C. Leder

Commentary 2 on Feminist Pedagogy and Mathematics
Sufure Bulut, Bekir S. Gür, & Bharath Srirman

Commentary 3 on Feminist Pedagogy and Mathematics
Guobjörg Pálsdóttir & Bharath Sriraman

Part XV: Networking of Theories—An Approach for Exploiting the Diversity of Theoretical Approaches
Preface to Part XV
Tommmy Dreyfus

Networking of Theories—An Approach for Exploiting the Diversity of Theoretical Approaches
Angelika Bikner-Ahsbahs & Susanne Prediger

Commentary on Networking of Theories—An Approach for Exploiting the Diversity of Theoretical Approaches
Ferdinando Arzarello

Part XVI: Issues and Practices in Networking Theories
Preface to Part XVI
Susanne Prediger & Angelika Bikner-Ahsbahs

On Networking Strategies and Theories’ Compatibility: Learning from an Effective Combination of Theories in a Research Project
Helga Jungwirth

Modalities of a Local Integration of Theories in Mathematics Education
Uwe Gellert

Commentary on On Networking Strategies and Theories’ Compatibility: Learning from an Effective Combination of Theories in a Research Project
Uwe Gellert

Commentary on Modalities of a Local Integration of Theories in Mathematics Education
Tine Wedege

Part XVII: Complexity Theories and Theories of Learning: Literature Reviews and Syntheses
Preface to Part XVII
Richard Lesh

Complexity Theories and Theories of Learning: Literature Reviews and Syntheses
Andy Hurford

Part XVIII: Knowing More Than We Can Tell
Preface to Part XVIII
Bharath Sriraman

Knowing More Than We Can Tell
Nathalie Sinclair

Commentary on Knowing More Than We Can Tell
David Pimm

Part XIX: Politicizing Mathematics Education: Has Politics Gone too Far? Or Not Far Enough?
Politicizing Mathematics Education: Has Politics Gone too Far? Or Not Far Enough?
Bharath Sriraman, Matt Roscoe, & Lyn English

Commentary on Politicizing Mathematics Education: Has Politics Gone too Far? Or Not Far Enough?
Keiko Yasukawa

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