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Third International Handbook of Mathematics Education

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Cover of 'Third International Handbook of Mathematics Education'

Table of Contents

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    Book Overview
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    Chapter 1 From the Few to the Many: Historical Perspectives on Who Should Learn Mathematics
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    Chapter 2 Theories for Studying Social, Political and Cultural Dimensions of Mathematics Education
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    Chapter 3 Understanding and Overcoming “Disadvantage” in Learning Mathematics
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    Chapter 4 Beyond Deficit Models of Learning Mathematics: Socio-cultural Directions for Change and Research
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    Chapter 5 Studying Learners in Intercultural Contexts
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    Chapter 6 Learners in Transition Between Contexts
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    Chapter 7 Critical Perspectives on Adults’ Mathematics Education
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    Chapter 8 The Politics of Equity and Access in Teaching and Learning Mathematics
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    Chapter 9 From Mathematics and Education, to Mathematics Education
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    Chapter 10 Theories in Mathematics Education: Some Developments and Ways Forward
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    Chapter 11 Research Methods in Mathematics Teacher Education
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    Chapter 12 Linking Research to Practice: Teachers as Key Stakeholders in Mathematics Education Research
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    Chapter 13 Teachers Learning from Teachers
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    Chapter 14 Developing Mathematics Educators
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    Chapter 15 Institutional Contexts for Research in Mathematics Education
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    Chapter 16 Policy Implications of Developing Mathematics Education Research
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    Chapter 17 From the Slate to the Web: Technology in the Mathematics Curriculum
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    Chapter 18 Modelling with Mathematics and Technologies
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    Chapter 19 Technology and the Role of Proof: The Case of Dynamic Geometry
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    Chapter 20 How Might Computer Algebra Systems Change the Role of Algebra in the School Curriculum?
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    Chapter 21 Technology for Enhancing Statistical Reasoning at the School Level
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    Chapter 22 Learning with the Use of the Internet
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    Chapter 23 Technology and Assessment in Mathematics
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    Chapter 24 Technology-Driven Developments and Policy Implications for Mathematics Education
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    Chapter 25 From the Local to the International in Mathematics Education
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    Chapter 26 International Collaborative Studies in Mathematics Education
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    Chapter 27 Influence of International Studies of Student Achievement on Mathematics Teaching and Learning
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    Chapter 28 International Organizations in Mathematics Education
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    Chapter 29 Toward an International Mathematics Curriculum
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    Chapter 30 Methods for Studying Mathematics Teaching and Learning Internationally
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    Chapter 31 Implications of International Studies for National and Local Policy in Mathematics Education
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Title
Third International Handbook of Mathematics Education
Published by
Springer-Verlag New York, January 2013
DOI 10.1007/978-1-4614-4684-2
ISBNs
978-1-4614-4683-5, 978-1-4614-4684-2
Authors

Clements, M. A

Editors

M. A. Ken Clements, Alan Bishop, Christine Keitel-Kreidt, Jeremy Kilpatrick, Frederick Koon-Shing Leung

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The data shown below were collected from the profiles of 9 X users who shared this research output. Click here to find out more about how the information was compiled.
Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 109 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 109 100%

Demographic breakdown

Readers by professional status Count As %
Student > Master 20 18%
Student > Ph. D. Student 16 15%
Lecturer 10 9%
Student > Doctoral Student 7 6%
Researcher 6 6%
Other 16 15%
Unknown 34 31%
Readers by discipline Count As %
Mathematics 35 32%
Social Sciences 26 24%
Arts and Humanities 4 4%
Psychology 2 2%
Economics, Econometrics and Finance 1 <1%
Other 2 2%
Unknown 39 36%