Paul Andrews is Professor of Mathematics Education at the University of Stockholm, Sweden. He is a co-editor of the Cambridge Journal of Education.Tim Rowland is Professor of Mathematics Education at the University of East Anglia, UK, and Emeritus Reader in Mathematics Education at the University of Cambridge, UK. Tim is Chair of the Joint Mathematical Council of the United Kingdom, and joint editor of the journal Research in Mathematics Education.

This volume constitutes a Masters-level introduction to research on mathematics education, as it is done in the UK and the “Anglosphere” at large. Each of the 17 chapters is written by distinguished scholars, and provides a personal and stringent overview of a specific research theme, based on a few carefully chosen references.

• Notes on ContributorsSeries Editor's Preface, Sue Brindley (University of Cambridge, UK)Preface, Paul Andrews (University of Stockholm, Sweden) and Tim Rowland (University of Cambridge, UK)Part I: Issues in Mathematics Education1. What is Mathematics, and Why Learn It?, Paul Ernest (Exeter University, UK, and Brunel University, UK)2. Learning and Knowing Mathematics, Stephen Lerman (London South Bank University, UK)3. Improving Assessment in School Mathematics, Jeremy Hodgen (King’s College London, UK) and Marja van den Heuvel-Panhuizen (Utrecht University, The Netherlands)4. Integrating New Technologies into School Mathematics, Kenneth Ruthven (University of Cambridge, UK)5. Mathematics Textbooks and How They Are Used, Sebastian Rezat (Justus-Liebig-University Giessen, Germany) and Rudolf Straesser (Justus-Liebig-University Giessen, Germany)6. The Affective Domain, Günter Törner (University of Duisburg- Essen, Germany)7. Mathematics and Language, Richard Barwell (University of Ottawa, Canada)8. Mathematics Teacher Knowledge, Tim Rowland (University of Cambridge, UK)Part II: Aspects of Mathematics Curriculum9. Proof, Andreas Styliandes (University of Cambridge, UK)10. Mathematical Problem Solving, Lieven Verschaffel (University of Leuven, Belgium), Wim Van Dooren (University of Leuven, Belgium) and Fien Depaepe (University of Leuven, Belgium)11. Algebra, Daniel Chazan (University of Maryland, USA)12. Arithmetic, Julia Anghileri (University of Cambridge, UK)13. Geometry, Angel Gutierrez (Universidad de Valencia, Spain)14. Probability, Dave Pratt (Institute of Education, University of London, UK)Part III: Comparative Mathematics Education15. European Mathematics Curricula and Classroom Practices, Paul Andrews (University of Stockholm, Sweden)16. Teaching and Learning Mathematics in Chinese Culture, Ngai-Ying Wong (Chinese University of Hong Kong, Hong Kong)17. Classroom Culture and Mathematics Learning, Eva Jablonka (Lulea University of Technology, Sweden)Index

Paul Andrews is Professor of Mathematics Education at the University of Stockholm, Sweden. He is a co-editor of the Cambridge Journal of Education.Tim Rowland is Professor of Mathematics Education at the University of East Anglia, UK, and Emeritus Reader in Mathematics Education at the University of Cambridge, UK. Tim is Chair of the Joint Mathematical Council of the United Kingdom, and joint editor of the journal Research in Mathematics Education.

This volume constitutes a Masters-level introduction to research on mathematics education, as it is done in the UK and the “Anglosphere” at large. Each of the 17 chapters is written by distinguished scholars, and provides a personal and stringent overview of a specific research theme, based on a few carefully chosen references.

• Notes on ContributorsSeries Editor's Preface, Sue Brindley (University of Cambridge, UK)Preface, Paul Andrews (University of Stockholm, Sweden) and Tim Rowland (University of Cambridge, UK)Part I: Issues in Mathematics Education1. What is Mathematics, and Why Learn It?, Paul Ernest (Exeter University, UK, and Brunel University, UK)2. Learning and Knowing Mathematics, Stephen Lerman (London South Bank University, UK)3. Improving Assessment in School Mathematics, Jeremy Hodgen (King’s College London, UK) and Marja van den Heuvel-Panhuizen (Utrecht University, The Netherlands)4. Integrating New Technologies into School Mathematics, Kenneth Ruthven (University of Cambridge, UK)5. Mathematics Textbooks and How They Are Used, Sebastian Rezat (Justus-Liebig-University Giessen, Germany) and Rudolf Straesser (Justus-Liebig-University Giessen, Germany)6. The Affective Domain, Günter Törner (University of Duisburg- Essen, Germany)7. Mathematics and Language, Richard Barwell (University of Ottawa, Canada)8. Mathematics Teacher Knowledge, Tim Rowland (University of Cambridge, UK)Part II: Aspects of Mathematics Curriculum9. Proof, Andreas Styliandes (University of Cambridge, UK)10. Mathematical Problem Solving, Lieven Verschaffel (University of Leuven, Belgium), Wim Van Dooren (University of Leuven, Belgium) and Fien Depaepe (University of Leuven, Belgium)11. Algebra, Daniel Chazan (University of Maryland, USA)12. Arithmetic, Julia Anghileri (University of Cambridge, UK)13. Geometry, Angel Gutierrez (Universidad de Valencia, Spain)14. Probability, Dave Pratt (Institute of Education, University of London, UK)Part III: Comparative Mathematics Education15. European Mathematics Curricula and Classroom Practices, Paul Andrews (University of Stockholm, Sweden)16. Teaching and Learning Mathematics in Chinese Culture, Ngai-Ying Wong (Chinese University of Hong Kong, Hong Kong)17. Classroom Culture and Mathematics Learning, Eva Jablonka (Lulea University of Technology, Sweden)Index

Paul Andrews is Professor of Mathematics Education at the University of Stockholm, Sweden. He is a co-editor of the Cambridge Journal of Education.Tim Rowland is Professor of Mathematics Education at the University of East Anglia, UK, and Emeritus Reader in Mathematics Education at the University of Cambridge, UK. Tim is Chair of the Joint Mathematical Council of the United Kingdom, and joint editor of the journal Research in Mathematics Education.

This volume constitutes a Masters-level introduction to research on mathematics education, as it is done in the UK and the “Anglosphere” at large. Each of the 17 chapters is written by distinguished scholars, and provides a personal and stringent overview of a specific research theme, based on a few carefully chosen references.

• Notes on ContributorsSeries Editor's Preface, Sue Brindley (University of Cambridge, UK)Preface, Paul Andrews (University of Stockholm, Sweden) and Tim Rowland (University of Cambridge, UK)Part I: Issues in Mathematics Education1. What is Mathematics, and Why Learn It?, Paul Ernest (Exeter University, UK, and Brunel University, UK)2. Learning and Knowing Mathematics, Stephen Lerman (London South Bank University, UK)3. Improving Assessment in School Mathematics, Jeremy Hodgen (King’s College London, UK) and Marja van den Heuvel-Panhuizen (Utrecht University, The Netherlands)4. Integrating New Technologies into School Mathematics, Kenneth Ruthven (University of Cambridge, UK)5. Mathematics Textbooks and How They Are Used, Sebastian Rezat (Justus-Liebig-University Giessen, Germany) and Rudolf Straesser (Justus-Liebig-University Giessen, Germany)6. The Affective Domain, Günter Törner (University of Duisburg- Essen, Germany)7. Mathematics and Language, Richard Barwell (University of Ottawa, Canada)8. Mathematics Teacher Knowledge, Tim Rowland (University of Cambridge, UK)Part II: Aspects of Mathematics Curriculum9. Proof, Andreas Styliandes (University of Cambridge, UK)10. Mathematical Problem Solving, Lieven Verschaffel (University of Leuven, Belgium), Wim Van Dooren (University of Leuven, Belgium) and Fien Depaepe (University of Leuven, Belgium)11. Algebra, Daniel Chazan (University of Maryland, USA)12. Arithmetic, Julia Anghileri (University of Cambridge, UK)13. Geometry, Angel Gutierrez (Universidad de Valencia, Spain)14. Probability, Dave Pratt (Institute of Education, University of London, UK)Part III: Comparative Mathematics Education15. European Mathematics Curricula and Classroom Practices, Paul Andrews (University of Stockholm, Sweden)16. Teaching and Learning Mathematics in Chinese Culture, Ngai-Ying Wong (Chinese University of Hong Kong, Hong Kong)17. Classroom Culture and Mathematics Learning, Eva Jablonka (Lulea University of Technology, Sweden)Index