Intro -- Contents -- Plenary Activities -- 1 Thirteenth International Congress on Mathematical Education: An Introduction -- Abstract -- Acknowledgements -- References -- 2 Uncovering the Special Mathematical Work of Teaching -- Abstract -- Introduction -- A Common Question: "How Much" Mathematics Do Teachers Need to Know? -- Recalibrating the Question by Reconsidering "Teaching" -- Seeing and Naming the Mathematical Work of Teaching -- The Work of Teaching in One Lesson -- What Is the (Mathematical) Work of Teaching? -- Conclusion -- Acknowledgements -- 3 Mathematics, Education, and Culture: A Contemporary Moral Imperative -- Abstract -- Introduction -- Theoretical Frame-Ecological Systems -- Examples -- References -- 4 Mathematics Classroom Studies: Multiple Lenses and Perspectives -- Abstract -- Background -- The Early Stages of Mathematics Classroom Studies in Singapore: The 1990s -- Kassel Project (1995-1996) -- A Study of Grade 5 Mathematics Lessons (1998-1999) -- The Learner's Perspective Study -- Instructional Approaches -- Students' Perceptions of Their Teachers' Teaching -- A Juxtaposition of Teachers' Practice and Students' Perception -- Traditional Teaching and East Asian Countries: Is the East Asian Stereotype an Accurate Guide to the Teaching of Mathematics in Singapore Schools? -- The CORE 2 Study in Singapore -- A Study of the Enacted School Mathematics Curriculum -- Conclusion -- References -- 5 "What is Mathematics?" and why we should ask, where one should experience and learn that, and how to teach it -- Abstract -- What Is Mathematics? -- Why Should We Care? -- The Image of Mathematics -- Four Images for "What Is Mathematics?" -- Teaching "What Is Mathematics" to Teachers -- The Panorama Project -- Telling Stories About Mathematics -- Three Times Mathematics at School? -- What Is Mathematics, Really? -- Acknowledgment.

References -- 6 International Comparative Studies in Mathematics: Lessons and Future Directions for Improving Students' Learning -- Abstract -- Lesson 1: Promoting Students' Mathematical Literacy -- Country Profiles of the Processes of Mathematical Literacy -- What Curriculum Experiences Build Mathematical Literacy? -- Students' Disposition Towards Formal and Applied Mathematics -- Summary -- Lesson 2: Understanding Students' Thinking -- Problem-Solving Results -- Problem-Posing Results -- Summary -- Lesson 3: Changing Classroom Instruction -- Complementary Roles of the TIMSS Video Study and the Learner's Perspective Study -- Lesson Structures and Lesson Events -- Multiple Accounts of a Teacher's Practice -- Lessons for the Implementation of Mathematical Tasks -- Summary -- Lesson 4: Making Global Research Locally Meaningful-TIMSS in South Africa -- Mathematics Achievement Trends Over 20 Years -- Contextual Factors Influencing Educational Achievement -- Student Progression and Pathways Through Secondary School -- Future Directions for Learning from International Comparative Studies -- Improving Our Understanding of the Outcomes of Large-Scale Studies -- Investigating New Questions Through Small-Scale Studies -- Building the Capacity of Researchers -- References -- 7 Transitions in Mathematics Education: The Panel Debate -- Abstract -- Different Views on Transitions, a Survey -- Which Transitions? -- Continuity Versus Discontinuity in Learning Difficult Concepts -- Double Discontinuity Between Secondary School Mathematics and University Mathematics: Focusing on Mathematical Knowledge for Teaching -- Transitions Between Teaching Institutions -- Transitions Between in- and Out-of-School Mathematics -- Addressing Transition Questions with Different Perspectives -- The Transition from Arithmetic to Algebra.

What Are Appropriate or Promising "Boundary Objects" that Can Play a Contributing Role in Helping Students to Make the Transition? -- What About Learning Technical, Procedural Work in the Acquisition of Concepts? How Does It Contribute to the Continuity/Discontinuity of the Learning Process? -- What Is the Possible Role of the Students (or Teachers) in Helping to Ease Transitions? -- Conclusion -- References -- Awardees' lectures -- 8 ICMI Awards Ceremony -- 9 Mathematics Discourse in Instruction (MDI): A Discursive Resource as Boundary Object Across Practices -- Abstract -- Introduction -- The Context -- Our Framework-Mathematics Discourse in Instruction -- Doing Our Research: Describing Teaching and Interpreting Shifts in Practice -- From MDI for Study of Teaching to MDI for Work on Teaching -- Doing Lesson Study -- MDI-Its Role and Nature as a Boundary Object -- Concluding Comments -- Acknowledgements -- References -- 10 The Challenging Relationship Between Fundamental Research and Action in Mathematics Education -- Abstract -- Introduction -- A Vision of Relationships Between Research and Action Emerging from a Particular Culture -- The Fundamental Role of Didactical Engineering -- An Example: Didactical Engineering for the Teaching of Differential Equations -- Issues of Reproducibility -- Issues of Generalization -- Issues of Theoretical Diversity -- Issues of Values -- Moving Forward -- Didactical Engineering and Design-Based Research -- The Increased Importance Taken by Socio-cultural and Anthropological Perspectives -- The Development of Research on Teachers' Practices -- The Development of Instrumental Approaches -- However … -- Conclusion -- References -- 11 Elementary Mathematicians from Advanced Standpoints-A Cultural Perspective on Mathematics Education -- Abstract -- Introduction -- Klein and Culture -- Elementary Mathematicians.

Advanced Mathematical Education Standpoints -- Pedagogical Practices in Relation to Values and Valuing -- And Finally -- Acknowledgements -- References -- 12 Design and Development for Large-Scale Improvement -- Abstract -- Introduction -- The Shell Centre Approach -- Building an International Community -- Tasks in Mathematics Education -- Task Difficulty -- 'Expert', 'Apprentice' and 'Novice' Tasks -- Learning Goals and Task Genres -- Developing Design -- Developing Conceptual Understanding and Logical Reasoning -- Diagnostic Teaching Research and Development -- Formative Assessment -- The Design of Concept Development Lessons -- Developing Strategies for Problem Solving -- Structure of a Problem Solving Lesson -- Problem Solving Tasks: Counting Trees and Cats and Kittens -- Tools for Supporting Systemic Change -- Tools for Professional Development -- Strategic Design Opportunities -- Structural Design Tactics -- Design and Development Tactics-and Costs -- The Case for "Big Education" -- References -- 13 Making Sense of Mathematics Achievement in East Asia: Does Culture Really Matter? -- Abstract -- Introduction: The Superior Mathematics Achievement of East Asian Students in International Studies -- A Cultural Explanation of the Superior Mathematics Achievement of East Asian Students -- Do These East Asian Countries Form a Cluster? -- Discussion -- Does Culture Really Affect Mathematics Achievement? -- What Is Culture? -- The Crucial Role of Language -- Language Competence and Mathematics Achievement -- The Theoretical/Hypothetical Approach -- The Empirical Approach -- Clinical Studies -- Neuroscience Studies -- The Influence of the Chinese and English Languages on Students' Processing of Mathematics -- The Research Questions of the Research Project are: -- Design of the Study -- Social Network Analysis -- Eye-Tracking Study -- Data Analysis.

Significance of the Study and Further Research -- Conclusion -- References -- Reports of the Survey Teams -- 14 Digital Technology in Mathematics Education: Research over the Last Decade -- Abstract -- Introduction -- Methodology -- Trends of Development -- Use of Mobile Technologies in Mathematics Teaching and Learning -- MOOCS in Mathematics Education -- Digital Library and Designing Learning Objects in Mathematics Education -- Using Technology in Collaborative Learning -- Math-for-Teachers as a Blended Course: An Elementary Teacher Education Case from Canada -- Conclusions and Perspective -- References -- 15 Conceptualisation of the Role of Competencies, Knowing and Knowledge in Mathematics Education Research -- Abstract -- Introduction: What Are the Issues? -- Answers to the Main Question -- Historical Excursion -- Recent Trends -- Mathematical Competencies (and Their Relatives) -- Aspects of Research Concerning Mathematical Competencies -- Competencies and National Mathematics Curricula -- Challenges to Implementation -- Perspectives and Concluding Remarks -- References -- 16 Assistance of Students with Mathematical Learning Difficulties-How Can Research Support Practice?-A Summary -- Abstract -- Introduction: Mathematics Learning, Special Education and Inclusion-Setting the Scene -- Mathematical Learning Difficulties: Definitions and Usage -- Effective Mathematics Teaching for All Students -- What Do We Know About Effective Teaching Practices in Mathematics Classrooms?-Intervention Studies -- Inclusive Education -- Substantial and Rich Learning Environments-Multiple Opportunities -- Conclusions and Perspectives -- References -- 17 Mathematics Teachers Working and Learning Through Collaboration -- Abstract -- ICME-13 Theme-Mathematics Teachers Working and Learning Through Collaboration -- Introduction -- Methodology Adopted for This Survey.

Theme 1: Different Contexts and Features.

Description based on publisher supplied metadata and other sources.

Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2023. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.