W. James Lewis is an Aaron Douglas Professor of Mathematics at the University of Nebraska-Lincoln. He received his doctorate in mathematics from Louisiana State University.Yeping Li is a Professor of Mathematics Education at Texas A&M University and “Eastern Scholar” Chair Professor at Shanghai Normal University. He received his PhD in Cognitive Studies in Education from the University of Pittsburgh.James J. Madden is the Patricia Hewlett Bodin Distinguished Professor of Mathematics at Louisiana State University and Co-Director of the Gordon A. Cain Center for STEM Literacy at LSU. He received his PhD in Mathematics from Wesleyan University.

• Part I. Introduction.- Chapter 1.Introduction.- Chapter 2.About Roger E. Howe and his contributions to mathematics education.- Chapter 3.Cultural knowledge for teaching mathematics.- Part II. Knowing and Connecting Mathematics in Teaching and Teacher Education.- Chapter 4.The content knowledge mathematics teachers need.- Chapter 5.Knowing ratio and proportion for teaching.- Chapter 6.How future teachers reasoned with variable parts and strip diagrams to develop equations for proportional relationships and lines.- Chapter 7.Giving reason and giving purpose.- Chapter 8.Who are the experts?.- Part III. Identifying and Structuring Core Ideas and Practices in K-12 Mathematics Curriculum.- Chapter 9.Building on Howe’s three pillars in Kindergarten to Grade 6 classrooms.- Chapter 10.Is the real number line something to be built, or occupied?.- Chapter 11.What content knowledge should we expect in mathematics education?.- Chapter 12. Approaching Euclidean geometry through transformations.- Chapter 13.Curricular coherence in mathematics.- Part IV. Supporting and Engaging Mathematicians in K-12 Education.- Chapter 14.Attracting and supporting mathematicians for the mathematical education of teachers.- Chapter 15.The contributions of mathematics faculty to K-12 education: A department chair’s perspective (mathematicians in K-12 education).- Chapter 16.Supporting education and outreach in a research mathematics department.

W. James Lewis is an Aaron Douglas Professor of Mathematics at the University of Nebraska-Lincoln. He received his doctorate in mathematics from Louisiana State University.Yeping Li is a Professor of Mathematics Education at Texas A&M University and “Eastern Scholar” Chair Professor at Shanghai Normal University. He received his PhD in Cognitive Studies in Education from the University of Pittsburgh.James J. Madden is the Patricia Hewlett Bodin Distinguished Professor of Mathematics at Louisiana State University and Co-Director of the Gordon A. Cain Center for STEM Literacy at LSU. He received his PhD in Mathematics from Wesleyan University.

• Part I. Introduction.- Chapter 1.Introduction.- Chapter 2.About Roger E. Howe and his contributions to mathematics education.- Chapter 3.Cultural knowledge for teaching mathematics.- Part II. Knowing and Connecting Mathematics in Teaching and Teacher Education.- Chapter 4.The content knowledge mathematics teachers need.- Chapter 5.Knowing ratio and proportion for teaching.- Chapter 6.How future teachers reasoned with variable parts and strip diagrams to develop equations for proportional relationships and lines.- Chapter 7.Giving reason and giving purpose.- Chapter 8.Who are the experts?.- Part III. Identifying and Structuring Core Ideas and Practices in K-12 Mathematics Curriculum.- Chapter 9.Building on Howe’s three pillars in Kindergarten to Grade 6 classrooms.- Chapter 10.Is the real number line something to be built, or occupied?.- Chapter 11.What content knowledge should we expect in mathematics education?.- Chapter 12. Approaching Euclidean geometry through transformations.- Chapter 13.Curricular coherence in mathematics.- Part IV. Supporting and Engaging Mathematicians in K-12 Education.- Chapter 14.Attracting and supporting mathematicians for the mathematical education of teachers.- Chapter 15.The contributions of mathematics faculty to K-12 education: A department chair’s perspective (mathematicians in K-12 education).- Chapter 16.Supporting education and outreach in a research mathematics department.

W. James Lewis is an Aaron Douglas Professor of Mathematics at the University of Nebraska-Lincoln. He received his doctorate in mathematics from Louisiana State University.Yeping Li is a Professor of Mathematics Education at Texas A&M University and “Eastern Scholar” Chair Professor at Shanghai Normal University. He received his PhD in Cognitive Studies in Education from the University of Pittsburgh.James J. Madden is the Patricia Hewlett Bodin Distinguished Professor of Mathematics at Louisiana State University and Co-Director of the Gordon A. Cain Center for STEM Literacy at LSU. He received his PhD in Mathematics from Wesleyan University.

• Part I. Introduction.- Chapter 1.Introduction.- Chapter 2.About Roger E. Howe and his contributions to mathematics education.- Chapter 3.Cultural knowledge for teaching mathematics.- Part II. Knowing and Connecting Mathematics in Teaching and Teacher Education.- Chapter 4.The content knowledge mathematics teachers need.- Chapter 5.Knowing ratio and proportion for teaching.- Chapter 6.How future teachers reasoned with variable parts and strip diagrams to develop equations for proportional relationships and lines.- Chapter 7.Giving reason and giving purpose.- Chapter 8.Who are the experts?.- Part III. Identifying and Structuring Core Ideas and Practices in K-12 Mathematics Curriculum.- Chapter 9.Building on Howe’s three pillars in Kindergarten to Grade 6 classrooms.- Chapter 10.Is the real number line something to be built, or occupied?.- Chapter 11.What content knowledge should we expect in mathematics education?.- Chapter 12. Approaching Euclidean geometry through transformations.- Chapter 13.Curricular coherence in mathematics.- Part IV. Supporting and Engaging Mathematicians in K-12 Education.- Chapter 14.Attracting and supporting mathematicians for the mathematical education of teachers.- Chapter 15.The contributions of mathematics faculty to K-12 education: A department chair’s perspective (mathematicians in K-12 education).- Chapter 16.Supporting education and outreach in a research mathematics department.