{"title":"Research In Mathematics Education","description":"\u003cp\u003eDelve into the world of mathematics education research with this insightful collection. Explore innovative teaching methods, curriculum development, and the latest findings shaping maths learning for students of all ages.\u003c\/p\u003e","products":[{"product_id":"doing-research-a-new-researchers-guide-book-james-hiebert-9783031190773","title":"Doing Research: A New Researchers Guide","description":"This book is about scientific inquiry. Designed for early and mid-career researchers, it is a practical manual for conducting and communicating high-quality research in (mathematics) education. Based on the authors’ extensive experience as researchers, as mentors, and as members of the editorial team for the Journal for Research in Mathematics Education (JRME), this book directly speaks to researchers and their communities about each phase of the process for conceptualizing, conducting, and communicating high-quality research in (mathematics) education.  In the late 2010s, both JRME and Educational Studies in Mathematics celebrated 50 years of publishing high-quality research in mathematics education. Many advances in the field have occurred since the establishment of these journals, and these anniversaries marked a milestone in research in mathematics education. Indeed, fifty years represents a small step for human history but a giant leap for mathematics education. The educational research community in general (and the mathematics education community in particular) has strongly advocated for original research, placing great emphasis on building knowledge and capacity in the field. Because it is an interdisciplinary field, mathematics education has integrated means and methods for scientific inquiry from multiple disciplines. Now that the field is gaining maturity, it is a good time to take a step back and systematically consider how mathematics education researchers can engage in significant, impactful scientific inquiry.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ GARDNERS","offer_id":49751328588049,"sku":"NGR9783031190773","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52689584423185,"sku":"NLS9783031190773","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/3031190777.jpg?v=1751189980"},{"product_id":"doing-research-a-new-researcher-s-guide-book-james-hiebert-9783031190803","title":"Doing Research: A New Researcher's Guide","description":"This book is about scientific inquiry. Designed for early and mid-career researchers, it is a practical manual for conducting and communicating high-quality research in (mathematics) education. Based on the authors’ extensive experience as researchers, as mentors, and as members of the editorial team for the Journal for Research in Mathematics Education (JRME), this book directly speaks to researchers and their communities about each phase of the process for conceptualizing, conducting, and communicating high-quality research in (mathematics) education.  In the late 2010s, both JRME and Educational Studies in Mathematics celebrated 50 years of publishing high-quality research in mathematics education. Many advances in the field have occurred since the establishment of these journals, and these anniversaries marked a milestone in research in mathematics education. Indeed, fifty years represents a small step for human history but a giant leap for mathematics education. The educational research community in general (and the mathematics education community in particular) has strongly advocated for original research, placing great emphasis on building knowledge and capacity in the field. Because it is an interdisciplinary field, mathematics education has integrated means and methods for scientific inquiry from multiple disciplines. Now that the field is gaining maturity, it is a good time to take a step back and systematically consider how mathematics education researchers can engage in significant, impactful scientific inquiry.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ GARDNERS","offer_id":49751331340561,"sku":"NGR9783031190803","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ NEW \/ INGRAM","offer_id":51064654364945,"sku":"NIN9783031190803","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52670956306705,"sku":"NLS9783031190803","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/3031190807.jpg?v=1750806156"},{"product_id":"history-of-the-geometry-curriculum-in-the-united-states-book-nathalie-sinclair-9781593116965","title":"The History of the Geometry Curriculum in the United States","description":"A volume in Research in Mathematics Education Series Editor Barbara J. Dougherty, University of Mississippi This volume investigates the evolution of the geometry curriculum in the United States over the past 150 years. A primary goal is to increase awareness of the nature of the current geometry curriculum by investigating the historical, mathematical and pedagogical influences that it has sustained since its inception. Given the limited access to first-hand accounts of the enacted geometry curriculum during the past 150 years, the book relies on textbooks to provide a record of the implemented curriculum at any given point in time and on policy documents and journal articles to provide insight into the prevalent issues and arguments of the day. The book is organized in a chronological sequence of notable events leading to discernable changes in thinking about the geometry curriculum over the past century and a half-roughly the extent of time during which geometry has been taught in American schools. Notable events include important reports or commissions, influential texts, new schools of thought, and developments in learning technologies. These events affected, among other things: content and aims of the geometry curriculum; the nature of mathematical activity as construed by both mathematicians and mathematics educators; and, the resources students are given for engaging in mathematical activity. Before embarking through the notable events, it is necessary to consider the big bang of geometry, namely the moment in time that shaped the future life of the geometry curriculum. This corresponds to the emergence of Euclidean geometry. Given its influence on the shape of the geometry curriculum, familiarity with the nature of the geometry articulated in Euclid's Elements is essential to understanding the many tensions that surround the school geometry curriculum. Several themes emerge over the course of the monograph, and include: the aims and means of the geometry curriculum, the importance of proof in geometry, the role of visualization and tactile experiences, the fusion between solid and plane geometry, the curricular connections between geometry and algebra, and the use of motion and continuity. The intended audience would include curriculum developers, researchers, teachers, and curriculum supervisors.","brand":"WoB","offers":[{"title":"US \/ GOOD \/ SBYB","offer_id":50393676513553,"sku":"CIN1593116969G","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52349451436305,"sku":"NLS9781593116965","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":53252254138641,"sku":"NIN9781593116965","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1593116969.jpg?v=1751375549"},{"product_id":"large-scale-studies-in-mathematics-education-book-james-a-middleton-9783319077154","title":"Large-Scale Studies in Mathematics Education","description":"In recent years, funding agencies like the Institute of Educational Sciences and the National Science Foundation have increasingly emphasized large-scale studies with experimental and quasi-experimental designs looking for 'objective truths'. Educational researchers have recently begun to use large-scale studies to understand what really works, from developing interventions, to validation studies of the intervention, and then to efficacy studies and the final \"scale-up\" for large implementation of an intervention. Moreover, modeling student learning developmentally, taking into account cohort factors, issues of socioeconomics, local political context and the presence or absence of interventions requires the use of large data sets, wherein these variables can be sampled adequately and inferences made. Inroads in quantitative methods have been made in the psychometric and sociometric literatures, but these methods are not yet common knowledge in the mathematics education community. In fact, currently there is no volume devoted to discussion of issues related to large-scale studies and to report findings from them. This volume is unique as it directly discusses methodological issue in large-scale studies and reports empirical data from large-scale studies.","brand":"WoB","offers":[{"title":"US \/ GOOD \/ SBYB","offer_id":50404444799249,"sku":"CIN3319077155G","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52453955567889,"sku":"NLS9783319077154","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/3319077155.jpg?v=1751252614"},{"product_id":"enabling-mathematics-learning-of-struggling-students-book-yan-ping-xin-9783030952181","title":"Enabling Mathematics Learning of Struggling Students","description":"This book provides prospective and practicing teachers with research insights into the mathematical difficulties of students with learning disabilities and classroom practices that address these difficulties. This linkage between research and practice celebrates teachers as learners of their own students’ mathematical thinking, thus contributing an alternative view of mathematical progression in which students are taught conceptually.  The research-based volume presents a unique collaboration among researchers in special education, psychology, and mathematics education from around the world. It reflects an ongoing work by members of the International Group for the Psychology of Mathematics Education (PME) and the North American Chapter of the PME Working Groups.   The authors of chapters in this book, who have been collaborating extensively over the past 7 years, are from Australia, Canada, the United Kingdom, and the United States.","brand":"WoB","offers":[{"title":"GB \/ LIKE_NEW \/ INTERNAL","offer_id":50732969984273,"sku":"GOR014053751","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ VERY_GOOD \/ INTERNAL","offer_id":50733001539857,"sku":"GOR014053764","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52675730440465,"sku":"NLS9783030952181","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/3030952185.jpg?v=1750773229"},{"product_id":"intended-mathematics-curriculum-as-represented-in-state-level-curriculum-standar-book-barbara-j-reys-9781930608528","title":"The Intended Mathematics Curriculum as Represented in State-level Curriculum Standards","description":"This volume represents a detailed analysis of the grade placement of mathematics learning goals across all state-level curriculum standards published as of May 2005. The volume documents the varied grade-level mathematics curriculum expectations in the U.S. and highlights a general lack of consensus across states. As states continue to work to improve learning opportunities for all students this report can serve as a useful summary to inform future curriculum decisions. The report is also intended to stimulate discussion at the national level regarding roles and responsibilities of national agencies and professional organizations with regard to curriculum leadership. Serious and collaborative work that results from such discussions can contribute to a more coherent, focused mathematics curriculum for US students","brand":"WoB","offers":[{"title":"- \/ - \/ -","offer_id":51052989874449,"sku":"","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":51052991938833,"sku":"NIN9781930608528","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52150363128081,"sku":"NLS9781930608528","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1930608527.jpg?v=1751093695"},{"product_id":"designing-conducting-and-publishing-quality-research-in-mathematics-education-book-keith-r-leatham-9783030235079","title":"Designing, Conducting, and Publishing Quality Research in Mathematics Education","description":"The purpose of this book is to collect, organize and disseminate collective wisdom with respect to designing, conducting, and publishing quality research in mathematics education. This wisdom will be gleaned from among those who, over the past several decades, have been instrumental in guiding the field in the pursuit of excellence in mathematics education research—insightful editors, educative reviewers, prolific writers, and caring mentors. Each chapter is written to the novice researcher with the intent of aiding them in avoiding common pitfalls, navigating difficult intellectual terrain, and understanding that they are not alone in experiencing rejection, frustration, confusion, and doubt. This book differs from existing literature in the sense that it is written about the enterprise of designing, conducting and publishing research in mathematics education as opposed to being reports of the results of such work. It also differs in the sense that it is written with the intent to mentor the rising generation as opposed to capture the state of the field (as would happen in a handbook, for example). It is written for the express purpose of helping the field work collectively to aid in the often isolated enterprise of mentoring new researchers. The primary audience is a potentially wide one: graduate students, novice researchers, graduate faculty, advisors, and mentors – or anyone seeking to improve their own abilities to design, conduct, and publish quality research in mathematics education.","brand":"WoB","offers":[{"title":"- \/ - \/ -","offer_id":51060465139985,"sku":"","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":51060467826961,"sku":"NIN9783030235079","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ GARDNERS","offer_id":52117730787601,"sku":"NGR9783030235079","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ NEW \/ INGRAM","offer_id":52675202875665,"sku":"NLS9783030235079","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/3030235076.jpg?v=1751158682"},{"product_id":"mathematical-challenges-for-all-book-roza-leikin-9783031188671","title":"Mathematical Challenges For All","description":"This book argues that mathematical challenge can be found at any level and at every age and constitutes an essential characteristic of any mathematics classroom aimed at developing the students’ mathematical knowledge and skills. Since each mathematics classroom is heterogeneous with respect to students’ mathematical potential, quality mathematical instruction results from matching the level of mathematical challenge to different students’ potential. Thus, effective integration of mathematical challenge in the instructional process is strongly connected to the equity principle of mathematics education. In the three sections in this volume readers can find diverse views on mathematical challenges in curriculum and instructional design, kinds and variation of mathematically challenging tasks and collections of mathematical problems. Evidence-based analysis is interwoven with theoretical positions expressed by the authors of the chapters. Cognitive, social and affective characteristicsof challenging mathematical activities are observed and analyzed. The volume opens new avenues of research in mathematics education, and pose multiple questions about mathematical instruction rich in mathematical challenge for all. The authors invite readers to explore and enjoy mathematical challenges at different levels.","brand":"WoB","offers":[{"title":"- \/ - \/ -","offer_id":51062319120657,"sku":"","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":51062321709329,"sku":"NIN9783031188671","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52684371755281,"sku":"NLS9783031188671","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/3031188675.jpg?v=1751252432"},{"product_id":"learning-and-development-of-mathematics-teacher-educators-book-merrilyn-goos-9783030624071","title":"The Learning and Development of Mathematics Teacher Educators","description":"Research in mathematics teacher education as a distinctive field of inquiry has grown substantially over the past 10-15 years. Within this field there is emerging interest in how mathematics teacher educators (MTEs) themselves learn and develop. Until recently there were few published studies on this topic, and the processes by which mathematics teacher educators learn, and the forms of knowledge they require for effective practice, had not been systematically investigated. However, researchers in mathematics education are now beginning to investigate the development of MTE expertise and associated issues. This volume draws on the latest research and thinking in this area is therefore timely to stimulate future development and directions. It will survey the emerging field of inquiry in mathematics education, combining the work of established scholars with perspectives of newcomers to the field, with the aim of influencing development of the field, invite cross-cultural comparisons in becoming a mathematics teacher educator by highlighting issues in the development of MTEs in different countries, and examine the roles of both mathematics educators and mathematicians in preparing future teachers of mathematics. The primary audience will be university-based mathematics teacher educators and MTE researchers, and postgraduate research students who are seeking academic careers as MTEs. Additional interest may come from teacher educators in disciplines other than mathematics, and education policy makers responsible for accreditation and quality control of initial teacher education programs.","brand":"WoB","offers":[{"title":"- \/ - \/ -","offer_id":51063460397329,"sku":"","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":51063463543057,"sku":"NIN9783030624071","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52482631926033,"sku":"NLS9783030624071","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/3030624072.jpg?v=1750999093"},{"product_id":"learning-and-development-of-mathematics-teacher-educators-book-merrilyn-goos-9783030624101","title":"The Learning and Development of Mathematics Teacher Educators","description":"Research in mathematics teacher education as a distinctive field of inquiry has grown substantially over the past 10-15 years. Within this field there is emerging interest in how mathematics teacher educators (MTEs) themselves learn and develop. Until recently there were few published studies on this topic, and the processes by which mathematics teacher educators learn, and the forms of knowledge they require for effective practice, had not been systematically investigated. However, researchers in mathematics education are now beginning to investigate the development of MTE expertise and associated issues. This volume draws on the latest research and thinking in this area is therefore timely to stimulate future development and directions. It will survey the emerging field of inquiry in mathematics education, combining the work of established scholars with perspectives of newcomers to the field, with the aim of influencing development of the field, invite cross-cultural comparisons in becoming a mathematics teacher educator by highlighting issues in the development of MTEs in different countries, and examine the roles of both mathematics educators and mathematicians in preparing future teachers of mathematics. The primary audience will be university-based mathematics teacher educators and MTE researchers, and postgraduate research students who are seeking academic careers as MTEs. Additional interest may come from teacher educators in disciplines other than mathematics, and education policy makers responsible for accreditation and quality control of initial teacher education programs.","brand":"WoB","offers":[{"title":"- \/ - \/ -","offer_id":51142554190097,"sku":"","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":51142556909841,"sku":"NIN9783030624101","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52355487039761,"sku":"NLS9783030624101","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/3030624102.jpg?v=1750870327"},{"product_id":"posing-and-solving-mathematical-problems-book-patricio-felmer-9783319802596","title":"Posing and Solving Mathematical Problems","description":"This book collects recent research on posing and solving mathematical problems. Rather than treating these two crucial aspects of school mathematics as separate areas of study, the authors approach them as a unit where both areas are measured on equal grounds in relation to each other. The contributors are from a vast variety of countries and with a wide range of experience; it includes the work from many of the leading researchers in the area and an important number of young researchers.     The book is divided in three parts, one directed to new research perspectives and the other two directed to teachers and students, respectively.","brand":"WoB","offers":[{"title":"- \/ - \/ -","offer_id":51222435135761,"sku":"","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":51222435823889,"sku":"NIN9783319802596","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52584362279185,"sku":"NLS9783319802596","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/3319802593.jpg?v=1751127009"},{"product_id":"future-curricular-trends-in-school-algebra-and-geometry-book-cynthia-szymanski-sunal-9781617350078","title":"Future Curricular Trends in School Algebra and Geometry","description":"This volume contains papers from the Second International Curriculum Conference sponsored by the Center for the Study of Mathematics Curriculum (CSMC). The intended audience includes policy makers, curriculum developers, researchers, teachers, teacher trainers, and anyone else interested in school mathematics curricula.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52120352882961,"sku":"NLS9781617350078","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781617350078.jpg?v=1757425321"},{"product_id":"future-curricular-trends-in-school-algebra-and-geometry-book-cynthia-szymanski-sunal-9781617350061","title":"Future Curricular Trends in School Algebra and Geometry","description":"This volume contains papers from the Second International Curriculum Conference sponsored by the Center for the Study of Mathematics Curriculum (CSMC). The intended audience includes policy makers, curriculum developers, researchers, teachers, teacher trainers, and anyone else interested in school mathematics curricula.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52120359731473,"sku":"NLS9781617350061","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":53359233630481,"sku":"NIN9781617350061","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781617350061.jpg?v=1757425368"},{"product_id":"teaching-and-learning-in-maths-classrooms-book-domenico-brunetto-9783319492315","title":"Teaching and Learning in Maths Classrooms","description":"The first section is dedicated to classroom practices and beliefs regarding those practices, taking a look at prospective or practicing teachers views of different practices such as decision-making, the roles of explanations, problem-solving, patterning, and the use of play.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52126132502801,"sku":"NLS9783319492315","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9783319492315.jpg?v=1757472600"},{"product_id":"research-studies-on-learning-and-teaching-of-mathematics-book-jinfa-cai-9783031354588","title":"Research Studies on Learning and Teaching of Mathematics","description":"This book is about promising research advancements that sparked directly or indirectly from intellectual contributions by distinguished internationally recognized mathematics educator and researcher, Edward A. Silver. The features of this book include:      A focus on the research areas that have benefited from Dr. Silver’s intellectual contributions and influence, such as designing instructional tasks, problem posing, problem solving, preservice teacher learning, in service teacher professional development, and mathematics assessment Chapters written by contributors who at one time were his doctoral or post-doctoral colleagues along with any invited co-authors A brief bio of Dr. Silver showing his intellectual journey, key milestones in his career, and scholarly accomplishments that sparked from his intellectual contributions","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52135923122449,"sku":"NLS9783031354588","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9783031354588.jpg?v=1757551649"},{"product_id":"online-learning-in-mathematics-education-book-karen-hollebrands-9783030802325","title":"Online Learning in Mathematics Education","description":"This book brings together research from mathematics education and instructional design to describe the development and impact of online environments on prospective and practicing teachers learning to teach mathematics.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52138028466449,"sku":"NLS9783030802325","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9783030802325.jpg?v=1757560432"},{"product_id":"classification-of-quadrilaterals-book-zalman-usiskin-9781593116958","title":"The Classification of Quadrilaterals","description":"A volume in Research in Mathematics Education Series Editor Barbara J. Dougherty, University of Mississippi This monograph reports on an analysis of a small part of the mathematics curriculum, the definitions given to quadrilaterals. This kind of research, which we call micro-curricular analysis, is often undertaken by those who create curriculum, but it is not usually done systematically and it is rarely published. Many terms in mathematics education can be found to have different definitions in mathematics books. Among these are natural number, parallel lines and congruent triangles, trapezoid and isosceles trapezoid, the formal definitions of the trigonometric functions and absolute value, and implicit definitions of the arithmetic operations addition, subtraction, multiplication, and division. Yet many teachers and students do not realize there is a choice of definitions for mathematical terms. And even those who realize there is a choice may not know who decides which definition of any mathematical term is better, and under what criteria. Finally, rarely are the mathematical implications of various choices discussed. As a result, many students misuse and otherwise do not understand the role of definition in mathematics. We have chosen in this monograph to examine a bit of mathematics for its definitions: the quadrilaterals. We do so because there is some disagreement in the definitions and, consequently, in the ways in which quadrilaterals are classified and relate to each other. The issues underlying these differences have engaged students, teachers, mathematics educators, and mathematicians. There have been several articles and a number of essays on the definitions and classification of quadrilaterals. But primarily we chose this specific area of definition in mathematics because it demonstrates how broad mathematical issues revolving around definitions become reflected in curricular materials. While we were undertaking this research, we found that the area of quadrilaterals supplied grist for broader and richer discussions than we had first anticipated. The intended audience includes curriculum developers, researchers, teachers, teacher trainers, and anyone interested in language and its use.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52145531126033,"sku":"NLS9781593116958","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":53083547500817,"sku":"NIN9781593116958","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781593116958.jpg?v=1757594050"},{"product_id":"classification-of-quadrilaterals-book-zalman-usiskin-9781593116941","title":"The Classification of Quadrilaterals","description":"A volume in Research in Mathematics Education Series Editor Barbara J. Dougherty, University of Mississippi This monograph reports on an analysis of a small part of the mathematics curriculum, the definitions given to quadrilaterals. This kind of research, which we call micro-curricular analysis, is often undertaken by those who create curriculum, but it is not usually done systematically and it is rarely published. Many terms in mathematics education can be found to have different definitions in mathematics books. Among these are natural number, parallel lines and congruent triangles, trapezoid and isosceles trapezoid, the formal definitions of the trigonometric functions and absolute value, and implicit definitions of the arithmetic operations addition, subtraction, multiplication, and division. Yet many teachers and students do not realize there is a choice of definitions for mathematical terms. And even those who realize there is a choice may not know who decides which definition of any mathematical term is better, and under what criteria. Finally, rarely are the mathematical implications of various choices discussed. As a result, many students misuse and otherwise do not understand the role of definition in mathematics. We have chosen in this monograph to examine a bit of mathematics for its definitions: the quadrilaterals. We do so because there is some disagreement in the definitions and, consequently, in the ways in which quadrilaterals are classified and relate to each other. The issues underlying these differences have engaged students, teachers, mathematics educators, and mathematicians. There have been several articles and a number of essays on the definitions and classification of quadrilaterals. But primarily we chose this specific area of definition in mathematics because it demonstrates how broad mathematical issues revolving around definitions become reflected in curricular materials. While we were undertaking this research, we found that the area of quadrilaterals supplied grist for broader and richer discussions than we had first anticipated. The intended audience includes curriculum developers, researchers, teachers, teacher trainers, and anyone interested in language and its use.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52146029330705,"sku":"NLS9781593116941","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":53358183874833,"sku":"NIN9781593116941","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781593116941.jpg?v=1757596148"},{"product_id":"mathematical-problem-posing-book-florence-mihaela-singer-9781461462576","title":"Mathematical Problem Posing","description":"The mathematics education community continues to contribute research-based ideas for developing and improving problem posing as an inquiry-based instructional strategy for enhancing students’ learning. A large number of studies have been conducted which have covered many research topics and methodological aspects of teaching and learning mathematics through problem posing. The Authors' groundwork has shown that many of these studies predict positive outcomes from implementing problem posing on: student knowledge, problem solving and posing skills, creativity and disposition toward mathematics. This book examines, in-depth, the contribution of a problem posing approach to teaching mathematics and discusses the impact of adopting this approach on the development of theoretical frameworks, teaching practices and research on mathematical problem posing over the last 50 years.   ​​","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52148894138641,"sku":"NLS9781461462576","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781461462576.jpg?v=1757605008"},{"product_id":"intended-mathematics-curriculum-as-represented-in-state-level-curriculum-standar-book-barbara-j-reys-9781930608535","title":"The Intended Mathematics Curriculum as Represented in State-Level Curriculum Standards","description":"This volume represents a detailed analysis of the grade placement of mathematics learning goals across all state-level curriculum standards published as of May 2005.   The volume documents the varied grade-level mathematics curriculum expectations in the U.S. and highlights a general lack of consensus across states. As states continue to work to improve learning opportunities for all students this report can serve as a useful summary to inform future curriculum decisions. The report is also intended to stimulate discussion at the national level regarding roles and responsibilities of national agencies and professional organizations with regard to curriculum leadership. Serious and collaborative work that results from such discussions can contribute to a more coherent, focused mathematics curriculum for US students","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52150870933777,"sku":"NLS9781930608535","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781930608535.jpg?v=1757611464"},{"product_id":"elementary-mathematics-curriculum-materials-book-janine-t-remillard-9783030385903","title":"Elementary Mathematics Curriculum Materials","description":"The book presents comparative analyses of five elementary mathematics curriculum programs used in the U.S. from three different perspectives: the mathematical emphasis, the pedagogical approaches, and how authors communicate with teachers. These perspectives comprise a framework for examining what curriculum materials are comprised of, what is involved in reading and interpreting them, and how curriculum authors can and do support teachers in this process. Although the focus of the analysis is 5 programs used at a particular point in time, this framework extends beyond these specific programs and illuminates the complexity of curriculum materials and their role in teaching in general. Our analysis of the mathematical emphasis considers how the mathematics content is presented in each program, in terms of sequencing, the nature of mathematical tasks (cognitive demand and ongoing practice), and the way representations are used. Our analysis of the pedagogical approach examines explicit and implicit messages about how students should interact with mathematics, one another, the teacher, and the textbook around these mathematical ideas, as well as the role of the teacher. In order to examine how curriculum authors support teachers, we analyze how they communicate with teachers and what they communicate about, including the underlying mathematics, noticing student thinking, and rationale for design elements. The volume includes a chapter on curriculum design decisions based on interviews with curriculum authors.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52152230183185,"sku":"NLS9783030385903","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9783030385903.jpg?v=1757615977"},{"product_id":"piagets-genetic-epistemology-for-mathematics-education-research-book-paul-christian-dawkins-9783031473883","title":"Piaget’s Genetic Epistemology for Mathematics Education Research","description":"The book provides an entry point for graduate students and other scholars interested in using the constructs of Piaget's genetic epistemology in mathematics education research. Constructs comprising genetic epistemology form the basis for some of the most well-developed theoretical frameworks available for characterizing learning, particularly in mathematics. The depth and complexity of Piaget's work can make it challenging to find adequate entry points for learners, not least because it requires a reorientation regarding the nature of mathematical knowledge itself. This volume gathers leading scholars to help address that challenge. The main section of the book presents key Piagetian constructs for mathematics education research such as schemes and operations, figurative and operative thought, images and meanings, and decentering. The chapters that discuss these constructs include examples from research and address how these constructs can be used in research. There are two chapters on various types of reflective abstraction, because this construct is Piaget's primary tool for characterizing the advancement of knowledge. The later sections of the book contain commentaries reflecting on the contributions of the body of theory developed in the first section. They connect genetic epistemology to current research domains such as equity and the latest in educational psychology. Finally, the book closes with short chapters portraying how scholars are using these tools in specific arenas of mathematics education research, including in special education, early childhood education, and statistics education.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ GARDNERS","offer_id":52152505205009,"sku":"NGR9783031473883","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9783031473883.jpg?v=1757616855"},{"product_id":"where-is-the-mathematics-in-your-math-education-research-book-xiaoheng-kitty-yan-9783031839061","title":"Where is the Mathematics in Your Math Education Research?","description":"This book brings together leading researchers in mathematics education to share personal narratives of key mathematical moments or ideas that inspired, surprised, or helped direct their research. While the fruits of research activities and products are shared at scholarly conference and journals, the footprints of mathematics that ignited the research processes is often behind the scenes and only acknowledged informally. To make mathematics – an essential component and a determining driving force of mathematics education research – more visible, chapters in this book highlight the indispensable and indisputable role of mathematics in mathematics education research.    The book is unique and timely in addressing the essential, but increasingly side-lined, role of mathematics that permeates mathematics education research journals, graduate programs, and the personae of the next generation in the profession. It renounces the shift away from mathematics and attempts to restore the place and value of mathematics by presenting elegant, intriguing, and substantial contributions to mathematics education that have come from keeping mathematics at the core of research pursuits. Each chapter shares a journey in mathematics education research that was inspired by an affinity for mathematics, and that helped shaped the field as we know it. Each author shares insights and reflections on the status of mathematics in the mathematics education community, how it has changed, and what further changes might be expected.    This edited volume is of major interest to the mathematics education community, including mathematics educators, teacher educators, researchers, professional development providers, and graduate students.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ GARDNERS","offer_id":52152724324625,"sku":"NGR9783031839061","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9783031839061.jpg?v=1757617646"},{"product_id":"mathematical-creativity-book-scott-a-chamberlin-9783031144769","title":"Mathematical Creativity","description":"This book is important and makes a unique contribution in the field of mathematics education and creativity. The book comprises the most recent research by renowned international experts and scholars, as well as a comprehensive up to date literature review. The developmental lens applied to the research presented makes it unique in the field. Also, this book provides a discussion of future directions for research to complement what is already known in the field of mathematical creativity. Finally, a critical discussion of the importance of the literature in relation to development of learners and accordingly pragmatic applications for educators is provided.  Many books provide the former (2) foci, but omit the final discussion of the research in relation to developmental needs of learners in the domain of mathematics. Currently, educators are expected to implement best practices and illustrate how their adopted approaches are supported by research.  The authors and editors of this book have invested significant effort in merging theory with practice to further this field and develop it for future generations of mathematics learners, teachers and researchers.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52336465346833,"sku":"NLS9783031144769","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":52760493523217,"sku":"NIN9783031144769","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9783031144769.jpg?v=1758163416"},{"product_id":"conceptions-and-consequences-of-mathematical-argumentation-justification-and-pro-book-kristen-n-bieda-9783030800079","title":"Conceptions and Consequences of Mathematical Argumentation, Justification, and Proof","description":"This book aims to advance ongoing debates in the field of mathematics and mathematics education regarding conceptions of argumentation, justification, and proof and the consequences for research and practice when applying particular conceptions of each construct. Through analyses of classroom practice across grade levels using different lenses - particular conceptions of argumentation, justification, and proof - researchers consider the implications of how each conception shapes empirical outcomes. In each section, organized by grade band, authors adopt particular conceptions of argumentation, justification, and proof, and they analyse one data set from each perspective. In addition, each section includes a synthesis chapter from an expert in the field to bring to the fore potential implications, as well as new questions, raised by the analyses. Finally, a culminating section considers the use of each conception across grade bands and data sets.","brand":"WoB","offers":[{"title":"- \/ - \/ INTERNAL","offer_id":52346604716305,"sku":null,"price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ NEW \/ INGRAM","offer_id":52346608517393,"sku":"NLS9783030800079","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9783030800079.jpg?v=1758176677"},{"product_id":"history-of-the-geometry-curriculum-in-the-united-states-book-nathalie-sinclair-9781593116972","title":"The History of the Geometry Curriculum in the United States","description":"A volume in Research in Mathematics Education Series Editor Barbara J. Dougherty, University of Mississippi This volume investigates the evolution of the geometry curriculum in the United States over the past 150 years. A primary goal is to increase awareness of the nature of the current geometry curriculum by investigating the historical, mathematical and pedagogical influences that it has sustained since its inception. Given the limited access to first-hand accounts of the enacted geometry curriculum during the past 150 years, the book relies on textbooks to provide a record of the implemented curriculum at any given point in time and on policy documents and journal articles to provide insight into the prevalent issues and arguments of the day. The book is organized in a chronological sequence of notable events leading to discernable changes in thinking about the geometry curriculum over the past century and a half-roughly the extent of time during which geometry has been taught in American schools. Notable events include important reports or commissions, influential texts, new schools of thought, and developments in learning technologies. These events affected, among other things: content and aims of the geometry curriculum; the nature of mathematical activity as construed by both mathematicians and mathematics educators; and, the resources students are given for engaging in mathematical activity. Before embarking through the notable events, it is necessary to consider the big bang of geometry, namely the moment in time that shaped the future life of the geometry curriculum. This corresponds to the emergence of Euclidean geometry. Given its influence on the shape of the geometry curriculum, familiarity with the nature of the geometry articulated in Euclid's Elements is essential to understanding the many tensions that surround the school geometry curriculum. Several themes emerge over the course of the monograph, and include: the aims and means of the geometry curriculum, the importance of proof in geometry, the role of visualization and tactile experiences, the fusion between solid and plane geometry, the curricular connections between geometry and algebra, and the use of motion and continuity. The intended audience would include curriculum developers, researchers, teachers, and curriculum supervisors.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52348904112401,"sku":"NLS9781593116972","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":53083554677009,"sku":"NIN9781593116972","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781593116972.jpg?v=1758178815"},{"product_id":"mathematics-curriculum-in-pacific-rim-countries-china-japan-korea-and-singapore-book-zalman-usiskin-9781593119546","title":"Mathematics Curriculum in Pacific Rim Countries- China, Japan, Korea, and Singapore Proceedings of a Conference","description":"This volume contains the proceedings of the First International Curriculum Conference sponsored by the Center for the Study of Mathematics Curriculum (CSMC). The CSMC is one of the National Science Foundation Centers for Learning and Teaching (Award No. ESI-0333879). The countries—China, Japan, Korea, and Singapore (in alphabetical order, which also happens to be the order of their populations)—have each been in the news because of their performance on international testsand\/or their economic performance and potential. They also have centralized education ministries that create a single mathematics curriculum framework followed in the entire country. In all these countries, curricula are differentiated for students with different interests, usually around Grade 10 or 11. We think the reader will agree that the papers are of very high quality, befitting the standing of the individuals who were invited, but particularly notable for our international speakers because in three of these countries, English is not the speaker’s first language. Following each paper, we have included a short biography of the author(s), so that the reader can understand the perspective of the paper’s author.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52401687232785,"sku":"NLS9781593119546","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":53083546747153,"sku":"NIN9781593119546","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781593119546.jpg?v=1758755504"},{"product_id":"mathematics-curriculum-in-pacific-rim-countries-china-japan-korea-and-singapore-book-zalman-usiskin-9781593119539","title":"Mathematics Curriculum in Pacific Rim Countries- China, Japan, Korea, and Singapore Proceedings of a Conference","description":"The CSMC is one of the National Science Foundation Centers for Learning and Teaching. This volume contains the proceedings of the First International Curriculum Conference sponsored by the Center for the Study of Mathematics Curriculum (CSMC).","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52401702535441,"sku":"NLS9781593119539","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":53083547304209,"sku":"NIN9781593119539","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781593119539.jpg?v=1758755553"},{"product_id":"problem-solving-in-mathematics-instruction-and-teacher-professional-development-book-patricio-felmer-9783030292171","title":"Problem Solving in Mathematics Instruction and Teacher Professional Development","description":"Recent research in problem solving has shifted its focus to actual classroom implementation and what is really going on during problem solving when it is used regularly in classroom. This book seeks to stay on top of that trend by approaching diverse aspects of current problem solving research, covering three broad themes. Firstly, it explores the role of teachers in problem-solving classrooms and their professional development, moving onto—secondly—the role of students when solving problems, with particular consideration of factors like group work, discussion, role of students in discussions and the effect of students’ engagement on their self-perception and their view of mathematics. Finally, the book considers the question of problem solving in mathematics instruction as it overlaps with problem design, problem-solving situations, and actual classroom implementation. The volume brings together diverse contributors from a variety of countries and with wide and varied experiences,combining the voices of leading and developing researchers. The book will be of interest to any reader keeping on the frontiers of research in problem solving, more specifically researchers and graduate students in mathematics education, researchers in problem solving, as well as teachers and practitioners.","brand":"WoB","offers":[{"title":"- \/ - \/ INTERNAL","offer_id":52401917198609,"sku":null,"price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ NEW \/ INGRAM","offer_id":52401918050577,"sku":"NLS9783030292171","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9783030292171.jpg?v=1758756180"},{"product_id":"teacher-noticing-bridging-and-broadening-perspectives-contexts-and-frameworks-book-edna-o-schack-9783319467528","title":"Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks","description":"This book reflects on the continuing development of teacher noticing through an exploration of the latest research. The authors and editors seek to clarify the construct of teacher noticing and its related branches and respond to challenges brought forth in earlier research. The authors also investigate teacher noticing in multiple contexts and frameworks, including mathematics, science, international venues, and various age groups.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52407958765841,"sku":"NLS9783319467528","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9783319467528.jpg?v=1758773623"},{"product_id":"research-studies-on-learning-and-teaching-of-mathematics-book-jinfa-cai-9783031354618","title":"Research Studies on Learning and Teaching of Mathematics","description":"This book is about promising research advancements that sparked directly or indirectly from intellectual contributions by distinguished internationally recognized mathematics educator and researcher, Edward A. Silver. The features of this book include:      A focus on the research areas that have benefited from Dr. Silver’s intellectual contributions and influence, such as designing instructional tasks, problem posing, problem solving, preservice teacher learning, in service teacher professional development, and mathematics assessment Chapters written by contributors who at one time were his doctoral or post-doctoral colleagues along with any invited co-authors A brief bio of Dr. Silver showing his intellectual journey, key milestones in his career, and scholarly accomplishments that sparked from his intellectual contributions","brand":"WoB","offers":[{"title":"- \/ - \/ INTERNAL","offer_id":52418665677073,"sku":null,"price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ NEW \/ GARDNERS","offer_id":52418666561809,"sku":"NGR9783031354618","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9783031354618.jpg?v=1758929744"},{"product_id":"5-year-study-of-the-first-edition-of-the-core-plus-mathematics-curriculum-book-harold-schoen-9781607524144","title":"A 5-Year Study of the First Edition of the Core-Plus Mathematics Curriculum","description":"The study reported in this volume adds to the growing body of evaluation studies that focus on the use of NSF-funded Standards-based high school mathematics curricula. Most previous evaluations have studied the impact of field-test versions of a curriculum. Since these innovative curricula were so new at the time of many of these studies, students and teachers were relative novices in their use. These earlier studies were mainly one year or less in duration. Students in the comparison groups were typically from schools in which some classes used a Standards-based curriculum and other classes used a conventional curriculum, rather than using the Standards-based curriculum with all students as curriculum developers intended.  The volume reports one of the first studies of the efficacy of Standards-based mathematics curricula with all of the following characteristics:  · The study focused on fairly stable implementations of a first-edition Standards-based high school mathematics curriculum that was used by all students in each of three schools.  · It involved students who experienced up to seven years of Standards-based mathematics curricula and instruction in middle school and high school.  · It monitored students’ mathematical achievement, beliefs, and attitudes for four years of high school and one year after graduation.  · Prior to the study, many of the teachers had one or more years of experience teaching the Standards-based curriculum and\/or professional development focusing on how to implement the curriculum well.  · In the study, variations in levels of implementation of the curriculum are described and related to student outcomes and teacher behavior variables.","brand":"WoB","offers":[{"title":"- \/ - \/ INTERNAL","offer_id":52426203889937,"sku":null,"price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ NEW \/ INGRAM","offer_id":52426204774673,"sku":"NLS9781607524144","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781607524144.jpg?v=1759157021"},{"product_id":"5-year-study-of-the-first-edition-of-the-core-plus-mathematics-curriculum-book-harold-schoen-9781607524137","title":"A 5-Year Study of the First Edition of the Core-Plus Mathematics Curriculum","description":"The study reported in this volume adds to the growing body of evaluation studies that focus on the use of NSF-funded Standards-based high school mathematics curricula. Most previous evaluations have studied the impact of field-test versions of a curriculum. Since these innovative curricula were so new at the time of many of these studies, students and teachers were relative novices in their use. These earlier studies were mainly one year or less in duration. Students in the comparison groups were typically from schools in which some classes used a Standards-based curriculum and other classes used a conventional curriculum, rather than using the Standards-based curriculum with all students as curriculum developers intended.  The volume reports one of the first studies of the efficacy of Standards-based mathematics curricula with all of the following characteristics:  · The study focused on fairly stable implementations of a first-edition Standards-based high school mathematics curriculum that was used by all students in each of three schools.  · It involved students who experienced up to seven years of Standards-based mathematics curricula and instruction in middle school and high school.  · It monitored students’ mathematical achievement, beliefs, and attitudes for four years of high school and one year after graduation.  · Prior to the study, many of the teachers had one or more years of experience teaching the Standards-based curriculum and\/or professional development focusing on how to implement the curriculum well.  · In the study, variations in levels of implementation of the curriculum are described and related to student outcomes and teacher behavior variables.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52426220077329,"sku":"NLS9781607524137","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":53359234449681,"sku":"NIN9781607524137","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781607524137.jpg?v=1759157073"},{"product_id":"mathematics-teaching-and-professional-learning-in-sub-sahara-africa-book-kakoma-luneta-9783030827229","title":"Mathematics Teaching and Professional Learning in sub-Sahara Africa","description":"The book represents a crop of wide-ranging research conducted by renown scholars in sub-Sahara Africa revolving around mathematics teaching and professional development programs for mathematics teachers.","brand":"WoB","offers":[{"title":"- \/ - \/ INTERNAL","offer_id":52427257118993,"sku":null,"price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ NEW \/ INGRAM","offer_id":52427257741585,"sku":"NLS9783030827229","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9783030827229.jpg?v=1759160427"},{"product_id":"enabling-mathematics-learning-of-struggling-students-book-yan-ping-xin-9783030952150","title":"Enabling Mathematics Learning of Struggling Students","description":"This book provides prospective and practicing teachers with research insights into the mathematical difficulties of students with learning disabilities and classroom practices that address these difficulties.","brand":"WoB","offers":[{"title":"- \/ - \/ INTERNAL","offer_id":52428309856529,"sku":null,"price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ NEW \/ INGRAM","offer_id":52428310610193,"sku":"NLS9783030952150","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9783030952150.jpg?v=1759163750"},{"product_id":"problem-solving-in-mathematics-instruction-and-teacher-professional-development-book-patricio-felmer-9783030292140","title":"Problem Solving in Mathematics Instruction and Teacher Professional Development","description":"Recent research in problem solving has shifted its focus to actual classroom implementation and what is really going on during problem solving when it is used regularly in classroom. This book seeks to stay on top of that trend by approaching diverse aspects of current problem solving research, covering three broad themes. Firstly, it explores the role of teachers in problem-solving classrooms and their professional development, moving onto--secondly--the role of students when solving problems, with particular consideration of factors like group work, discussion, role of students in discussions and the effect of students' engagement on their self-perception and their view of mathematics. Finally, the book considers the question of problem solving in mathematics instruction as it overlaps with problem design, problem-solving situations, and actual classroom implementation. The volume brings together diverse contributors from a variety of countries and with wide and varied experiences, combining the voices of leading and developing researchers. The book will be of interest to any reader keeping on the frontiers of research in problem solving, more specifically researchers and graduate students in mathematics education, researchers in problem solving, as well as teachers and practitioners.","brand":"WoB","offers":[{"title":"- \/ - \/ INTERNAL","offer_id":52431003418897,"sku":null,"price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ NEW \/ INGRAM","offer_id":52431005057297,"sku":"NLS9783030292140","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9783030292140.jpg?v=1759171261"},{"product_id":"variability-is-the-rule-a-companion-analysis-of-k-8-state-mathematics-standards-book-john-p-smith-iii-9781617351983","title":"Variability Is the Rule a Companion Analysis of K-8 State Mathematics Standards","description":"A volume in the series: Research in Mathematics Education. Series Editor(s): Barbara J. Dougherty, Iowa State University In response to No Child Let Behind, states have developed mathematics curriculum frameworks that outline their intended curriculum for grades K-8. While some have indicated that districts or individual schools may use their framework as a model for specific curricular programs, others have taken a more prescriptive or even mandatory stance. Collectively, these frameworks present a sense of the national mathematics program and what we expect students learn. This volume follows The Intended Curriculum as Represented in State Mathematics Curriculum Standards: Consensus or Confusion? (Reys). While the Reys volume focused on number and operations, algebra and reasoning strands, the Smith volume analyzes geometry, measurement, probability, and statistics strands. It also presents an analysis what verbs used tell us about the cognitive demand of grade level expectations. This volume, even more than the Reys volume, emphasizes the theme of variability in the content, expression, and clarity of grade level expectations across the states. As the nation moves toward implementation of the Common Core Standards, this volume highlights some of the challenges teachers and other school personnel face in interpreting mathematics grade-level standards as goals for classroom teaching. The shift from 50 state standards to one document does not resolve this basic challenge.","brand":"WoB","offers":[{"title":"- \/ - \/ INTERNAL","offer_id":52433111777553,"sku":null,"price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ NEW \/ INGRAM","offer_id":52433112662289,"sku":"NLS9781617351983","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781617351983.jpg?v=1759176929"},{"product_id":"variability-is-the-rule-a-companion-analysis-of-k-8-state-mathematics-standards-book-john-p-smith-iii-9781617351976","title":"Variability Is the Rule a Companion Analysis of K-8 State Mathematics Standards","description":"A volume in the series: Research in Mathematics Education. Series Editor(s): Barbara J. Dougherty, Iowa State University In response to No Child Let Behind, states have developed mathematics curriculum frameworks that outline their intended curriculum for grades K-8. While some have indicated that districts or individual schools may use their framework as a model for specific curricular programs, others have taken a more prescriptive or even mandatory stance. Collectively, these frameworks present a sense of the national mathematics program and what we expect students learn. This volume follows The Intended Curriculum as Represented in State Mathematics Curriculum Standards: Consensus or Confusion? (Reys). While the Reys volume focused on number and operations, algebra and reasoning strands, the Smith volume analyzes geometry, measurement, probability, and statistics strands. It also presents an analysis what verbs used tell us about the cognitive demand of grade level expectations. This volume, even more than the Reys volume, emphasizes the theme of variability in the content, expression, and clarity of grade level expectations across the states. As the nation moves toward implementation of the Common Core Standards, this volume highlights some of the challenges teachers and other school personnel face in interpreting mathematics grade-level standards as goals for classroom teaching. The shift from 50 state standards to one document does not resolve this basic challenge.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52433134354705,"sku":"NLS9781617351976","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":53361313677585,"sku":"NIN9781617351976","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781617351976.jpg?v=1759177014"},{"product_id":"language-and-mathematics-education-book-judit-n-moschkovich-9781617351600","title":"Language and Mathematics Education","description":"Issues of language in mathematics learning and teaching are important for both practical and theoretical reasons. Addressing issues of language is crucial for improving mathematics learning and teaching for students who are bilingual, multilingual, or learning English. These issues are also relevant to theory: studies that make language visible provide a complex perspective of the role of language in reasoning and learning mathematics. What is the relevant knowledge base to consider when designing research studies that address issues of language in the learning and teaching of mathematics? What scholarly literature is relevant and can contribute to research? In order to address issues of language in mathematics education, researchers need to use theoretical perspectives that integrate current views of mathematics learning and teaching with current views on language, discourse, bilingualism, and second language acquisition. This volume contributes to the development of such integrated approaches to research on language issues in mathematics education by describing theoretical perspectives for framing the study of language issues and methodological issues to consider when designing research studies. The volume provides interdisciplinary reviews of the research literature from four very different perspectives: mathematics education (Moschkovich), Cultural-Historical-Activity Theory (Gutiérrez, Sengupta-Irving, \u0026amp; Dieckmann), systemic functional linguistics (Schleppegrell), and assessment (Solano-Flores). This volume offers graduate students and researchers new to the study of language in mathematics education an introduction to resources for conceptualizing, framing, and designing research studies. For those already involved in examining language issues, the volume provides useful and critical reviews of the literature as well as recommendations for moving forward in designing research. Lastly, the volume provides a basis for dialogue across multiple research communities engaged in collaborative work to address these pressing issues.","brand":"WoB","offers":[{"title":"- \/ - \/ INTERNAL","offer_id":52434504941841,"sku":null,"price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ NEW \/ INGRAM","offer_id":52434505564433,"sku":"NLS9781617351600","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781617351600.jpg?v=1759180792"},{"product_id":"language-and-mathematics-education-book-judit-n-moschkovich-9781617351594","title":"Language and Mathematics Education","description":"Issues of language in mathematics learning and teaching are important for both practical and theoretical reasons. Addressing issues of language is crucial for improving mathematics learning and teaching for students who are bilingual, multilingual, or learning English. These issues are also relevant to theory: studies that make language visible provide a complex perspective of the role of language in reasoning and learning mathematics. What is the relevant knowledge base to consider when designing research studies that address issues of language in the learning and teaching of mathematics? What scholarly literature is relevant and can contribute to research? In order to address issues of language in mathematics education, researchers need to use theoretical perspectives that integrate current views of mathematics learning and teaching with current views on language, discourse, bilingualism, and second language acquisition. This volume contributes to the development of such integrated approaches to research on language issues in mathematics education by describing theoretical perspectives for framing the study of language issues and methodological issues to consider when designing research studies. The volume provides interdisciplinary reviews of the research literature from four very different perspectives: mathematics education (Moschkovich), Cultural-Historical-Activity Theory (Gutiérrez, Sengupta-Irving, \u0026amp; Dieckmann), systemic functional linguistics (Schleppegrell), and assessment (Solano-Flores). This volume offers graduate students and researchers new to the study of language in mathematics education an introduction to resources for conceptualizing, framing, and designing research studies. For those already involved in examining language issues, the volume provides useful and critical reviews of the literature as well as recommendations for moving forward in designing research. Lastly, the volume provides a basis for dialogue across multiple research communities engaged in collaborative work to address these pressing issues.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52434510840081,"sku":"NLS9781617351594","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":53360648585489,"sku":"NIN9781617351594","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781617351594.jpg?v=1759180806"},{"product_id":"transfer-of-learning-book-charles-hohensee-9783030656348","title":"Transfer of Learning","description":"Current Conceptualizations of and Controversies about the Transfer of Learning.- Transfer, Learning and Innovation: Accounts from Occupational Practice.- Supporting Object-Oriented Transfer in School.- Teachers' Beliefs about How to Support Students' Transfer of Learning.- Some Reflections on the Idea of 'Context' in Research Reporting.- Student Successes and Challenges in Transferring Their Performance in Mathematics to Statistics.- Mediating and Assessing Transfer from Block-to-Text Programming in Middle School Computer Science.- Spontaneous Mathematical Focusing Tendencies as Interactive Processes of Transfer.- Backward Transfer Effects from Instruction on Quadratic Functions in Teacher-Centered Classrooms.- Continuities and Discontinuities in Current Scholarship on Learning Across Settings and Transfer.- Reasoning in Context: Theorizing the Study of Students' Transfer of Reasoning.- Actor-Oriented Creativity: An Extension of the Actor-Oriented Transfer Framework Through the Creativity-in-Progress Rubric.- Using an Actor-Oriented Perspective to Explore One Undergraduate Student's Development and Use of a Prototypical Problem in a Combinatorial Context.- Transferring Knowledge for Educational Coding: From Classroom to Classroom.- Promoting Transfer Between Mathematics and Biology by Expanding the Domain.- Concept Construction, Transfer, and Graphical Shape Thinking.- Multimodal Transfer of Mathematical Ideas.- Transformative Experience: A Motivational Perspective on Transfer.- Transfer of Learning as a Practice Structured Within a Social-Historical and Cultural Activity.- Studying Transfer Development in the Interaction of University and Workplace Mathematics: The Case of a Linear Function.","brand":"WoB","offers":[{"title":"- \/ - \/ INTERNAL","offer_id":52451884400913,"sku":null,"price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ NEW \/ INGRAM","offer_id":52451884892433,"sku":"NLS9783030656348","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9783030656348.jpg?v=1759362876"},{"product_id":"beyond-shanghai-and-pisa-book-binyan-xu-9783030681593","title":"Beyond Shanghai and PISA","description":"This book seeks to illustrate the research on mathematics competencies and disposition in China according to the conceptual development and empirical investigation perspective. Mathematics education in China has a distinguishing feature a focus of attention to mathematical competency. Paradoxically, there has not been an explicit, refined, and measurable evaluation system in place to assess mathematical competency in China. While academic achievement surveys or evaluations are common, these can only give an overall conclusion about mathematical thinking skills or problem solving abilities. In response to this deficiency, China is beginning to carry out national projects that emphasize defining both a conceptual framework on core competencies in school mathematics and developing a corresponding assessment framework.      Thus, the main focus of this volume is the current investigations of different mathematics competencies and mathematical disposition of Chinese students, with the aim of promoting interaction between domestic and international student performance assessment, to provide a more comprehensive understanding of mathematics competencies and disposition in mainland China, and to stimulate innovative new directions in research. The primary audience of this volume is the large group of researchers interested in mathematics competencies, mathematics teaching and learning in China, or comparative studies, or the relation of the three. The book will also appeal to teaching trainers or instructors, as well as be an appropriate resource for graduate courses or seminars at either the master’s or doctoral level.","brand":"WoB","offers":[{"title":"- \/ - \/ INTERNAL","offer_id":52453833703697,"sku":null,"price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ NEW \/ INGRAM","offer_id":52453834391825,"sku":"NLS9783030681593","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9783030681593.jpg?v=1759369278"},{"product_id":"research-trends-in-mathematics-teacher-education-book-jane-jane-lo-9783319379692","title":"Research Trends in Mathematics Teacher Education","description":"Research on the preparation and continued development of mathematics teachers is becoming an increasingly important subset of mathematics education research. Such research explores the attributes, knowledge, skills and beliefs of mathematics teachers as well as methods for assessing and developing these critical aspects of teachers and influences on teaching.  Research Trends in Mathematics Teacher Education focuses on three major themes in current mathematics teacher education research: mathematical knowledge for teaching, teacher beliefs and identities, and tools and techniques to support teacher learning. Through careful reports of individual research studies and cross-study syntheses of the state of research in these areas, the book provides insights into teachers’ learning processes and how these processes can be harnessed to develop effective teachers. Chapters investigate bedrock skills needed for working with primary and secondary learners (writing relevant problems, planning lessons, being attentive to student learning) and illustrate how knowledge can be accessed, assessed, and nurtured over the course of a teaching career. Commentaries provide context for current research while identifying areas deserving future study. Included among the topics:     Teachers’ curricular knowledge Teachers’ personal and classroom mathematics Teachers’ learning journeys toward reasoning and sense-making Teachers’ transitions in noticing Teachers’ uses of a learning trajectory as a tool for mathematics lesson planning  A unique and timely set of perspectives on the professional development of mathematics teachers at all stages of their careers, Research Trends in Mathematics Teacher Education brings clarity and practical advice to researchers as well as practitioners in this increasingly critical arena.","brand":"WoB","offers":[{"title":"- \/ - \/ INTERNAL","offer_id":52456242512145,"sku":null,"price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ NEW \/ INGRAM","offer_id":52456243200273,"sku":"NLS9783319379692","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9783319379692.jpg?v=1759376744"},{"product_id":"mathematical-problem-posing-book-florence-mihaela-singer-9781493947478","title":"Mathematical Problem Posing","description":"The mathematics education community continues to contribute research-based ideas for developing and improving problem posing as an inquiry-based instructional strategy for enhancing students learning.","brand":"WoB","offers":[{"title":"- \/ - \/ INTERNAL","offer_id":52456281669905,"sku":null,"price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ NEW \/ INGRAM","offer_id":52456282161425,"sku":"NLS9781493947478","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781493947478.jpg?v=1759376862"},{"product_id":"transfer-of-learning-book-charles-hohensee-9783030656317","title":"Transfer of Learning","description":"Current Conceptualizations of and Controversies about the Transfer of Learning.- Transfer, Learning and Innovation: Accounts from Occupational Practice.- Supporting Object-Oriented Transfer in School.- Teachers' Beliefs about How to Support Students' Transfer of Learning.- Some Reflections on the Idea of 'Context' in Research Reporting.- Student Successes and Challenges in Transferring Their Performance in Mathematics to Statistics.- Mediating and Assessing Transfer from Block-to-Text Programming in Middle School Computer Science.- Spontaneous Mathematical Focusing Tendencies as Interactive Processes of Transfer.- Backward Transfer Effects from Instruction on Quadratic Functions in Teacher-Centered Classrooms.- Continuities and Discontinuities in Current Scholarship on Learning Across Settings and Transfer.- Reasoning in Context: Theorizing the Study of Students' Transfer of Reasoning.- Actor-Oriented Creativity: An Extension of the Actor-Oriented Transfer Framework Through the Creativity-in-Progress Rubric.- Using an Actor-Oriented Perspective to Explore One Undergraduate Student's Development and Use of a Prototypical Problem in a Combinatorial Context.- Transferring Knowledge for Educational Coding: From Classroom to Classroom.- Promoting Transfer Between Mathematics and Biology by Expanding the Domain.- Concept Construction, Transfer, and Graphical Shape Thinking.- Multimodal Transfer of Mathematical Ideas.- Transformative Experience: A Motivational Perspective on Transfer.- Transfer of Learning as a Practice Structured Within a Social-Historical and Cultural Activity.- Studying Transfer Development in the Interaction of University and Workplace Mathematics: The Case of a Linear Function.","brand":"WoB","offers":[{"title":"- \/ - \/ INTERNAL","offer_id":52473963282705,"sku":null,"price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ NEW \/ INGRAM","offer_id":52473964364049,"sku":"NLS9783030656317","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9783030656317.jpg?v=1759840679"},{"product_id":"exploring-the-integer-addition-and-subtraction-landscape-book-laura-bofferding-9783319906911","title":"Exploring the Integer Addition and Subtraction Landscape","description":"Over the past few decades there has been increased interest in how students and teachers think and learn about negative numbers from a variety of perspectives. In particular, there has been debate about when integers should be taught and how to teach them to best support students’ learning.  This book brings together recent work from researchers to illuminate the state of our understanding about issues related to integer addition and subtraction with a goal of highlighting how the variety of perspectives support each other or contribute to the field in unique ways.    In particular, this book focuses on three main areas of integer work: students’ thinking, models and metaphors, and teachers’ thinking.  Each chapter highlights a theoretically guided study centered on integer addition and subtraction. Internationally known scholars help connect the perspectives and offer additional insights through section commentaries.  This book is an invaluable resource to thosewho are interested in mathematics education and numerical thinking.","brand":"WoB","offers":[{"title":"- \/ - \/ INTERNAL","offer_id":52477022929169,"sku":null,"price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ NEW \/ INGRAM","offer_id":52477023846673,"sku":"NLS9783319906911","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9783319906911.jpg?v=1759844971"},{"product_id":"new-directions-for-mathematics-education-research-on-proving-book-keith-weber-9783031850035","title":"New Directions for Mathematics Education Research on Proving","description":"This book summarizes new directions in mathematics education research on proving at the university level, thereby providing contemporary extensions of the sub-fields of proof that Annie and John Selden introduced to the field. The chapters each describe an emerging new area of proof research, review the relevant findings in this area, present open research questions and the tools to address them. The book also discusses proof as a literary genre, and how students' feelings during the proof writing process can influence their behavior. The concluding chapter of the book reflects on new directions for research on proving. As such, this book provides mathematics educators, who have extensive experience researching proof, with an up-to-date review of the new methodologies and research questions with regard to proof, and young scholars, interested in proof, can use these chapters as primers on which they can build a research program.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52477563896081,"sku":"NLS9783031850035","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9783031850035.jpg?v=1759845822"},{"product_id":"elementary-mathematics-curriculum-materials-book-janine-t-remillard-9783030385873","title":"Elementary Mathematics Curriculum Materials","description":"The book presents comparative analyses of five elementary mathematics curriculum programs used in the U.S. from three different perspectives: the mathematical emphasis, the pedagogical approaches, and how authors communicate with teachers. These perspectives comprise a framework for examining what curriculum materials are comprised of, what is involved in reading and interpreting them, and how curriculum authors can and do support teachers in this process. Although the focus of the analysis is 5 programs used at a particular point in time, this framework extends beyond these specific programs and illuminates the complexity of curriculum materials and their role in teaching in general. Our analysis of the mathematical emphasis considers how the mathematics content is presented in each program, in terms of sequencing, the nature of mathematical tasks (cognitive demand and ongoing practice), and the way representations are used. Our analysis of the pedagogical approach examines explicit and implicit messages about how students should interact with mathematics, one another, the teacher, and the textbook around these mathematical ideas, as well as the role of the teacher. In order to examine how curriculum authors support teachers, we analyze how they communicate with teachers and what they communicate about, including the underlying mathematics, noticing student thinking, and rationale for design elements. The volume includes a chapter on curriculum design decisions based on interviews with curriculum authors.","brand":"WoB","offers":[{"title":"- \/ - \/ INTERNAL","offer_id":52478013374737,"sku":null,"price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ NEW \/ INGRAM","offer_id":52478014882065,"sku":"NLS9783030385873","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9783030385873.jpg?v=1759846514"},{"product_id":"international-perspectives-on-mathematics-teacher-education-book-denisse-r-thompson-9781648026294","title":"International Perspectives on Mathematics Teacher Education","description":"Provides insights for the mathematics education community's understanding of how teacher educators structure, develop, and implement their respective mathematics teacher education programs.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52487787446545,"sku":"NLS9781648026294","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":53083847229713,"sku":"NIN9781648026294","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781648026294.jpg?v=1759861581"},{"product_id":"international-perspectives-on-mathematics-teacher-education-book-denisse-r-thompson-9781648026300","title":"International Perspectives on Mathematics Teacher Education","description":"Mathematics teacher education includes the mathematics content teachers need to understand, ways that pedagogical approaches are developed, messages about the nature of mathematics teaching and learning, and interfaces between tertiary preparation and school contexts. Scholars from Sweden, France, Malawi, Singapore, New Zealand, Brazil, the USA, and Canada provide insights for the mathematics education community’s understanding of how teacher educators structure, develop, and implement their respective mathematics teacher education programs. Several themes emerged across the chapters, including: varied approaches to developing culturally responsive pedagogies and\/or Indigenous perspectives; issues and challenges in fostering partnerships and collaborations; strategies for developing mathematics knowledge for teaching; and preparing flexible and resourceful teachers.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52488250753297,"sku":"NLS9781648026300","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":53083848343825,"sku":"NIN9781648026300","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781648026300.jpg?v=1759863514"}],"url":"https:\/\/www.worldofbooks.com\/en-gb\/collections\/research-in-mathematics-education-book-series.oembed?page=5","provider":"World of Books ","version":"1.0","type":"link"}