{"title":"Alan Bishop","description":null,"products":[{"product_id":"laws-lies-and-lawyers-book-alan-bishop-9781451516272","title":"Laws, Lies and Lawyers","description":null,"brand":"WoB","offers":[{"title":"- \/ - \/ -","offer_id":51132583444753,"sku":"","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":51132585902353,"sku":"NIN9781451516272","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1451516274.jpg?v=1751085145"},{"product_id":"mathematical-knowledge-its-growth-through-teaching-book-alan-bishop-9780792313441","title":"Mathematical Knowledge: Its Growth Through Teaching","description":"In the first BACOMET volume different perspectives on issues concerning teacher education in mathematics were presented (B. Christiansen, A. G. Howson and M. Otte, Perspectives on Mathematics Education, Reidel, Dordrecht, 1986). Underlying all of them was the fundamental problem area of the relationships between mathematical knowledge and the teaching and learning processes. The subsequent project BACOMET 2, whose outcomes are presented in this book, continued this work, especially by focusing on the genesis of mathematical knowledge in the classroom. The book developed over the period 1985-9 through several meetings, much discussion and considerable writing and redrafting. Our major concern was to try to analyse what we considered to be the most significant aspects of the relationships in order to enable mathematics educators to be better able to handle the kinds of complex issues facing all mathematics educators as we approach the end of the twentieth century. With access to mathematics education widening all the time, with a multi- tude of new materials and resources being available each year, with complex cultural and social interactions creating a fluctuating context of education, with all manner of technology becoming more and more significant, and with both informal education (through media of different kinds) and non- formal education (courses of training etc. ) growing apace, the nature of formal mathematical education is increasingly needing analysis.","brand":"WoB","offers":[{"title":"- \/ - \/ -","offer_id":51141442502929,"sku":"","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":51141444829457,"sku":"NIN9780792313441","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52337548525841,"sku":"NLS9780792313441","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/0792313445.jpg?v=1786615358"},{"product_id":"mathematical-knowledge-its-growth-through-teaching-book-alan-bishop-9789048140954","title":"Mathematical Knowledge: Its Growth Through Teaching","description":"In the first BACOMET volume different perspectives on issues concerning teacher education in mathematics were presented (B. Christiansen, A. G. Howson and M. Otte, Perspectives on Mathematics Education, Reidel, Dordrecht, 1986). Underlying all of them was the fundamental problem area of the relationships between mathematical knowledge and the teaching and learning processes. The subsequent project BACOMET 2, whose outcomes are presented in this book, continued this work, especially by focusing on the genesis of mathematical knowledge in the classroom. The book developed over the period 1985-9 through several meetings, much discussion and considerable writing and redrafting. Our major concern was to try to analyse what we considered to be the most significant aspects of the relationships in order to enable mathematics educators to be better able to handle the kinds of complex issues facing all mathematics educators as we approach the end of the twentieth century. 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BISHOP The first International Handbook on Mathematics Education was published by Kluwer Academic Publishers in 1996. However, most of the writing for that handbook was done in 1995 and generally reflected the main research and development foci prior to 1994. There were four sections, 36 chapters, and some 150 people contributed to the final volume either as author, reviewer, editor, or critical friend. The task was a monumental one, attempting to cover the major research and practice developments in the international field of mathematics education as it appeared to the contributors in 1995. Inevitably there were certain omissions, some developments were only starting to emerge, and some literatures were only sketchy and speculative. However that Handbook has had to be reprinted three times, so it clearly fulfilled a need and I personally hope that it lived up to what I wrote in its Introduction: The Handbook thus attempts not merely to present a description of the international 'state-of-the-field', but also to offer synthetic and reflective overviews on the different directions being taken by the field, on the gaps existing in our present knowledge, on the current problems being faced, and on the future possibilities for development. (Bishop et aI. , 1996) Since that time there has been even more activity in our field, and now seems a good time to take stock again, to reflect on what has happened since 1995, and to create a second Handbook with the same overall goals.","brand":"WoB","offers":[{"title":"- \/ - \/ -","offer_id":51222432284945,"sku":"","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":51222433038609,"sku":"NIN9789401039512","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52434191745297,"sku":"NLS9789401039512","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9401039518.jpg?v=1787054332"},{"product_id":"mathematical-enculturation-book-alan-bishop-9780792312703","title":"Mathematical Enculturation","description":"Mathematics is in the unenviable position of being simultaneously one of the most important school subjects for today's children to study and one of the least well understood. Its reputation is awe-inspiring. Everybody knows how important it is and everybody knows that they have to study it. But few people feel comfortable with it; so much so that it is socially quite acceptable in many countries to confess ignorance about it, to brag about one's incompe- tence at doing it, and even to claim that one is mathophobic  So are teachers around the world being apparently legal sadists by inflicting mental pain on their charges? Or is it that their pupils are all masochists, enjoying the thrill of self-inflicted mental torture? More seriously, do we really know what the reasons are for the mathematical activity which goes on in schools? Do we really have confidence in our criteria for judging what's important and what isn't? Do we really know what we should be doing? These basic questions become even more important when considered in the context of two growing problem areas. The first is a concern felt in many countries about the direction which mathematics education should take in the face of the increasing presence of computers and calculator-related technol- ogy in society.","brand":"WoB","offers":[{"title":"- \/ - \/ INTERNAL","offer_id":52337112547601,"sku":null,"price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ NEW \/ INGRAM","offer_id":52337113170193,"sku":"NLS9780792312703","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9780792312703.jpg?v=1786615383"},{"product_id":"diversity-in-mathematics-education-book-alan-bishop-9783319059778","title":"Diversity in Mathematics Education","description":"This book presents a research focus on diversity and inclusivity in mathematics education. 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