This book is centrally concerned with how mathematics education is represented and how
we understand mathematical teaching and learning with view to changing them. It considers …

Mathematics teaching and learning have been dominated by a concern for the intellectual
readiness of the child, debates over rote learning versus understanding and, recently …

The argument in this chapter is that mathematics, even before its professionalisation, has
always been the domain of the select few. Attempts have been made, in recent times, to …

(Burton, 1995) that used the critical literature in the philosophy, history and sociology of
scientific ideas (for example, Bloor, 1991; Davis and Hersh, 1983; Ernest, 1991; Harding …

This article offers an integrated theoretical perspective of work where mathematics is defined
as a cultural practice. The implication of this definition is that to learn mathematics is to …

UBIRATAN D'AMBROSIO the mind should be separate from the body, and that nature is to
be subdued, just as feelings are to be suppressed.(Gore, 1993, p. 230) This obviously has …

History as a record of human achievement can tell us many things. It can relate what we've
accomplished, isolate prerequisites, and in a sense, indicate how we have arrived at our …

Abstract Mathematics education research must enable adjustment to new conditions. Yet
such research is often conducted within familiar conceptualisations of teaching, of learning …

The dominant paradigm within which research, testing, and theorising on the meaning of
understanding are framed is a psychological one, which is generally interpreted as the study …

The context for much-though not alll-learning and problem solving in mathematics is the
mathematics classroom at school. To talk about the culture of the classroom is already a …