The take-up of opportunities for applying school learning is often disappointing-to teachers,
parents, employers, and many pupils. Not surprisingly, there is much controversy among …

The takeup of opportunities for applying formal learning outside the school is often
disappointing–to teachers, parents, employers, and many pupils. Not surprisingly, there is …

In this paper, I examine the issues of mathematics teachers' subject knowledge from the
perspective of what Lerman (2000) terms the “social turn” in mathematics education. A key …

This paper explores how curriculum specification and consequently classroom activity in
mathematics might be informed by findings from research into the use of mathematics in …

Preparing students for their lives beyond schooling appears to be a universal goal of formal
education. Much has been done to make mathematics education more “realistic,” but such …

The integration of academic and vocational subject matter is offered in response to efforts to
make the study of mathematics meaningful and engaging for all students, as well as aid in …

These analyses form part of a three-year project* looking at mathematical thinking as a
socially organised activity. We revisit data from a University Calculus class using tools from …

In this introductory article, I argue why this special issue focuses on the question of how the
mathematical knowledge required at work can be characterised and developed in …

The Czech school reform tends to aim at competences rather than at knowledge. We attempt
to bring some evidence that the mathematical competences is a vague term without precise …

The question of transfer is a special challenge in mathematics teaching because the wide
range and fragmentation of the curricula have in many cases fostered an instrumental …