1 Contents

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15 Series Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
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Gabriele Kaiser and Bharath Sriraman
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Dedication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
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20 Introduction A Synthesized and Forward-Oriented Case
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for Mathematics Education . . . . . . . . . . . . . . . . . . . . . . . ix
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Bharath Sriraman, Lyn English
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Contributing Authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi
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Part I
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Preface to Part I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
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Jeremy Kilpatrick
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Surveying Theories and Philosophies of Mathematics Education . . . . . 9
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Bharath Sriraman and Lyn English
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Part II
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Preface to Part II Ernest’s Reflections on Theories of Learning . . . . . . 61
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Bharath Sriraman and Nick Haverhals
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Reflections on Theories of Learning . . . . . . . . . . . . . . . . . . . . . 69
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Paul Ernest
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Commentary 1 on Reflections on Theories of Learning by Paul Ernest . . 75
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Simon Goodchild
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47 Commentary 2 on Reflections on Theories of Learning . . . . . . . . . . . 79

48 Paul Ernest

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51 Part III

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53 Preface to Part III Theoretical, Conceptual, and Philosophical
54 Foundations for Mathematics Education Research: Timeless

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55 Necessities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
56 Lyn D. English
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58 On the Theoretical, Conceptual, and Philosophical Foundations
59 for Research in Mathematics Education . . . . . . . . . . . . . . . . 93
60 Frank K. Lester

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62 Commentary on Mathematics Education Research, Its Nature, and Its
63 Purpose: A Discussion of Lester’s Paper . . . . . . . . . . . . . . . . 105
64 Guershon Harel
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Part IV
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Preface to Part IV Theories as Lenses: A Preface on Steve Lerman’s
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Paper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
71 Norma Presmeg
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Theories of Mathematics Education: Is Plurality a Problem? . . . . . . . 119
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Stephen Lerman
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Commentary to Knowledge Formation in Mathematics Education:
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Social Turn, Rival Discourses or Anything Goes? . . . . . . . . . . . 133
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Eva Jablonka and Christer Bergsten
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Part V
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Preface to Part V The Increasing Importance of Mathematics Education
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as a Design Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
Lyn D. English
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Re-conceptualizing Mathematics Education as a Design Science . . . . . 146
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Richard Lesh and Bharath Sriraman
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Commentary 1 An Analysis of Lesh & Sriraman’s Paper: Mathematics
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Education as a Design Science . . . . . . . . . . . . . . . . . . . . . . 189
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Miriam Amit
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93 Commentary 2 A review of Lesh & Sriraman’s Mathematics Education

94 as a Design Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195

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95 Claus Michelsen
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97 Commentary 3 An Analysis of the Normative and Descriptive Claims

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98 Supporting Mathematics Education as Design Science . . . . . . . . 203
99 David N. Boote
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Part VI
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Preface to Part VI The Fundamental Cycle of Concept Construction
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Underlying Various Theoretical Frameworks by John Pegg and
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David Tall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215
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Stephen J. Hegedus
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The Fundamental Cycle of Concept Construction Underlying Various
109 Theoretical Frameworks . . . . . . . . . . . . . . . . . . . . . . . . . 217
110 John Pegg and David Tall
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112 Commentary Various Theoretical Frameworks in Concept Construction
and How to Move Forward in Constructing Theory . . . . . . . . . . 231
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114 Bettina Dahl
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Part VII
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Preface to Part VII Symbols and Mediation in Mathematics Education
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by Luis Moreno-Armella & Bharath Sriraman . . . . . . . . . . . . 243
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Stephen J. Hegedus
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Symbols and Mediation in Mathematics Education . . . . . . . . . . . . . 245
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Luis Moreno-Armella and Bharath Sriraman
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125 Commentary on Symbols and Mediation in Mathematics Education by

126 Moreno-Armella and Sriraman . . . . . . . . . . . . . . . . . . . . . 261
127 Gerald A. Goldin
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130 Part VIII
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132 Problem Solving Heuristics, Affect, and Discrete Mathematics:
133 A Representational Discussion . . . . . . . . . . . . . . . . . . . . . . 269
134 Gerald A. Goldin
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Commentary Teaching Mathematics Through Problem Solving:
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A Future Direction of Problem Solving Research . . . . . . . . . . . 275
Jinfa Cai
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140 Part IX

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142 Preface to Part IX . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 285
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Jinfa Cai

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Problem Solving for the 21st Century . . . . . . . . . . . . . . . . . . . . 289
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Lyn English and Bharath Sriraman

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Commentary 1 to Problem Solving for the 21st Century . . . . . . . . . . 331
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Peter Grootenboer
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152 Commentary 2 Back to the Future or Forward to the Past: Problem

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153 Solving for the 21st Century . . . . . . . . . . . . . . . . . . . . . . . 341
154 Alan Zollman
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157 Part X
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Preface to Part X . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 353
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160 Layne Kalbfleisch
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162 Embodied Minds and Dancing Brains: New Opportunities for Research
163 in Mathematics Education . . . . . . . . . . . . . . . . . . . . . . . . 359
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Stephen R. Campbell
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Commentary New Waves of Research on Learning and Teaching:
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Commentary on Stephen Campbell, ‘Embodied Minds and Dancing
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Brains: New Opportunities for Research in Mathematical Education’ 405
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Scott Makeig
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Part XI
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175 Preface to Part XI DNR-Based Instruction in Mathematics as a
176 Conceptual Framework By Guershon Harel . . . . . . . . . . . . . . 417
Luis Moreno-Armella
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179 DNR-Based Instruction in Mathematics as a Conceptual Framework . . 419
180 Guershon Harel
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Commentary On Proof and Certainty- Some Educational Implications . 443
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Bharath Sriraman, Hillary VanSpronsen, and Nick Haverhals
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186 Part XII

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188 Appreciating Scientificity in Qualitative Research . . . . . . . . . . . . . . 455
189 Stephen J. Hegedus

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192 Part XIII

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194 Preface to Part XIII Studying Goals and Beliefs in the Context of
195 Complexity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 475
196 Gerald A. Goldin
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Understanding a Teacher’s Actions in the Classroom by Applying

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Schoenfeld’s Theory Teaching-In-Context: Reflecting on Goals and
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Beliefs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 479
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Günter Türner, Katrin Rolka, Bettina Rüsken, and Bharath Sriraman
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Commentary The Interplay Between the General and the Specific:
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The Case of the Teaching-In-Context Theory . . . . . . . . . . . . . . 495
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Dina Tirosh and Pessia Tsamir
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Part XIV
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209 Preface to Part XIV Feminist Pedagogy and Mathematics . . . . . . . . . 505
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210 Gabriele Kaiser

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212 Feminist Pedagogy and Mathematics . . . . . . . . . . . . . . . . . . . . 509
213 Judith E. Jacobs
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215 Commentary 1 Reflections on “Feminist Pedagogy and Mathematics” . . 515
216 Gilah C. Leder
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Commentary 2 Mathematics Achievement and Gender: A Case of “No
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Difference” from Turkey . . . . . . . . . . . . . . . . . . . . . . . . . 521
220 Safure Bulut, Bekir Gur, and Bharath Sriraman
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Commentary 3 An Attempt to Androgynse the Gender Debate in
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Mathematics Education: The Case of Iceland . . . . . . . . . . . . . 541
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Gudbjorg Palsdottir and Bharath Sriraman
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Part XV
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Preface to Part XV . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 557
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Tommy Dreyfus
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 vi Contents

231 Networking of Theories – an Approach for Exploiting the Diversity of

232 Theoretical Approaches . . . . . . . . . . . . . . . . . . . . . . . . . 561

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233 Angelika Bikner-Ahsbahs and Susanne Prediger
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235 Commentary to “Networking of Theories – an Approach for Exploiting

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236 the Diversity of Theoretical Approaches”: Some Comments . . . . . 581
237 Ferdinando Arzarello
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240 Part XVI
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242 Preface to Part XVI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 589
243 Susanne Prediger and Angelika Bikner-Ahsbahs
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245 On Networking Strategies and Theories’ Compatibility: Learning from
246 an Effective Combination of Theories in a Research Project . . . . . 593
247 Helga Jungwirth
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249 Modalities of a Local Integration of Theories in Mathematics Education . 623
250 Uwe Gellert
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Commentary Harmony and Conflict in the Networking of Theories.
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A Commentary to ‘On Networking Strategies and Theories’
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Compatibility’ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 647
255 Uwe Gellert
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Commentary Connecting Theories in Mathematics Education: From
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Bricoleur to Reflective Practitioner . . . . . . . . . . . . . . . . . . . 653
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Tine Wedege
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Part XVII
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Preface to Part XVII The Importance of Complex Systems in K-12
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Mathematics Education . . . . . . . . . . . . . . . . . . . . . . . . . 665
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Richard Lesh
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Complexity Theories and Theories of Learning: Literature Reviews and
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Syntheses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 669
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Andy Hurford
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Part XVIII
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Preface to Part XVIII Breathing New Life into Mathematics Education . 711
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Bharath Sriraman
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 Contents vii

277 Knowing More Than We Can Tell . . . . . . . . . . . . . . . . . . . . . . 713

278 Nathalie Sinclair

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280 Commentary The Tacit, the Covert and the Compulsive Need to Know . . 733
281 David Pimm

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Part XIX

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Politicizing Mathematics Education: Has Politics Gone too Far? Or Not
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Far Enough? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 741
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Bharath Sriraman, Matt Roscoe and Lyn English
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Commentary Critical Mathematics for Critical Times . . . . . . . . . . . 773
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Keiko Yasukawa
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Author Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 781
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294 Subject Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 803
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