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Theories of Mathematics Education

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Cover of 'Theories of Mathematics Education'

Table of Contents

  1. Altmetric Badge
    Book Overview
  2. Altmetric Badge
    Chapter 1 Preface to Part I
  3. Altmetric Badge
    Chapter 2 Surveying Theories and Philosophies of Mathematics Education
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    Chapter 3 Preface to Part II Ernest’s Reflections on Theories of Learning
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    Chapter 4 Reflections on Theories of Learning
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    Chapter 5 Commentary 1 on Reflections on Theories of Learning by Paul Ernest
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    Chapter 6 Commentary 2 on Reflections on Theories of Learning
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    Chapter 7 Preface to Part III
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    Chapter 8 On the Theoretical, Conceptual, and Philosophical Foundations for Research in Mathematics Education
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    Chapter 9 Commentary on On the Theoretical, Conceptual, and Philosophical Foundations for Research in Mathematics Education
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    Chapter 10 Preface to Part IV
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    Chapter 11 Theories of Mathematics Education: Is Plurality a Problem?
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    Chapter 12 Commentary on Theories of Mathematics Education: Is Plurality a Problem?
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    Chapter 13 Preface to Part V
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    Chapter 14 Re-conceptualizing Mathematics Education as a Design Science
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    Chapter 15 Commentary 1 on Re-conceptualizing Mathematics Education as a Design Science
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    Chapter 16 Commentary 2 on Re-conceptualizing Mathematics Education as a Design Science
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    Chapter 17 Commentary 3 on Re-conceptualizing Mathematics Education as a Design Science
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    Chapter 18 Preface to Part VI
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    Chapter 19 The Fundamental Cycle of Concept Construction Underlying Various Theoretical Frameworks
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    Chapter 20 Commentary on The Fundamental Cycle of Concept Construction Underlying Various Theoretical Frameworks
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    Chapter 21 Preface to Part VII
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    Chapter 22 Symbols and Mediation in Mathematics Education
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    Chapter 23 Commentary on Symbols and Mediation in Mathematics Education
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    Chapter 24 Problem Solving Heuristics, Affect, and Discrete Mathematics: A Representational Discussion
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    Chapter 25 Commentary on Problem Solving Heuristics, Affect, and Discrete Mathematics: A Representational Discussion
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    Chapter 26 Preface to Part IX
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    Chapter 27 Problem Solving for the 21st Century
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    Chapter 28 Commentary 1 on Problem Solving for the 21st Century
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    Chapter 29 Commentary 2 on Problem Solving for the 21st Century
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    Chapter 30 Preface to Part X
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    Chapter 31 Embodied Minds and Dancing Brains: New Opportunities for Research in Mathematics Education
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    Chapter 32 Commentary on Embodied Minds and Dancing Brains: New Opportunities for Research in Mathematics Education
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    Chapter 33 Preface to Part XI
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    Chapter 34 DNR-Based Instruction in Mathematics as a Conceptual Framework
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    Chapter 35 Commentary on DNR-Based Instruction in Mathematics as a Conceptual Framework
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    Chapter 36 Appreciating Scientificity in Qualitative Research
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    Chapter 37 Preface to Part XIII
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    Chapter 38 Understanding a Teacher’s Actions in the Classroom by Applying Schoenfeld’s Theory Teaching-In-Context: Reflecting on Goals and Beliefs
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    Chapter 39 Commentary on Understanding a Teacher’s Actions in the Classroom by Applying Schoenfeld’s Theory Teaching-In-Context: Reflecting on Goals and Beliefs
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    Chapter 40 Preface to Part XIV
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    Chapter 41 Feminist Pedagogy and Mathematics
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    Chapter 42 Commentary 1 on Feminist Pedagogy and Mathematics
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    Chapter 43 Commentary 2 on Feminist Pedagogy and Mathematics
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    Chapter 44 Commentary 3 on Feminist Pedagogy and Mathematics
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    Chapter 45 Preface to Part XV
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    Chapter 46 Networking of Theories—An Approach for Exploiting the Diversity of Theoretical Approaches
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    Chapter 47 Commentary on Networking of Theories—An Approach for Exploiting the Diversity of Theoretical Approaches
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    Chapter 48 Preface to Part XVI
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    Chapter 49 On Networking Strategies and Theories’ Compatibility: Learning from an Effective Combination of Theories in a Research Project
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    Chapter 50 Modalities of a Local Integration of Theories in Mathematics Education
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    Chapter 51 Commentary on On Networking Strategies and Theories’ Compatibility: Learning from an Effective Combination of Theories in a Research Project
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    Chapter 52 Commentary on Modalities of a Local Integration of Theories in Mathematics Education
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    Chapter 53 Preface to Part XVII
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    Chapter 54 Complexity Theories and Theories of Learning: Literature Reviews and Syntheses
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    Chapter 55 Preface to Part XVIII
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    Chapter 56 Knowing More Than We Can Tell
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    Chapter 57 Commentary on Knowing More Than We Can Tell
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    Chapter 58 Politicizing Mathematics Education: Has Politics Gone too Far? Or Not Far Enough?
  60. Altmetric Badge
    Chapter 59 Commentary on Politicizing Mathematics Education: Has Politics Gone too Far? Or Not Far Enough?
Overall attention for this book and its chapters
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Citations

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Title
Theories of Mathematics Education
Published by
Springer, Berlin, Heidelberg, November 2009
DOI 10.1007/978-3-642-00742-2
ISBNs
978-3-64-200741-5, 978-3-64-200742-2, 978-3-64-226118-3
Editors

Bharath Sriraman, Lyn English

Twitter Demographics

The data shown below were collected from the profiles of 3 tweeters who shared this research output. Click here to find out more about how the information was compiled.

Mendeley readers

The data shown below were compiled from readership statistics for 296 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Colombia 3 1%
United States 3 1%
Canada 2 <1%
Brazil 1 <1%
Pakistan 1 <1%
Bulgaria 1 <1%
Germany 1 <1%
Chile 1 <1%
South Africa 1 <1%
Other 5 2%
Unknown 277 94%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 64 22%
Student > Master 57 19%
Student > Doctoral Student 31 10%
Researcher 28 9%
Lecturer 26 9%
Other 70 24%
Unknown 20 7%
Readers by discipline Count As %
Social Sciences 131 44%
Mathematics 96 32%
Computer Science 10 3%
Psychology 10 3%
Engineering 8 3%
Other 20 7%
Unknown 21 7%