Brief Biographical Details of Authors

Nadja Maria Acioly-Régnier has a bachelor and masters degree in Psychology from the Federal University of Pernambuco, Brazil. She did her Diploma of Advanced Studies and PhD in Psychology at the University René Descartes, Paris V Sorbonne. She received a Habilitation to supervise research projects at the Université Claude Bernard Lyon 2. Currently she is a permanent Lecturer at the Institut Universitaire de Formation des Maîtres—Université Claude Bernard Lyon 1, and a researcher of the “Equipe d’Accueil Mixte,” Laboratoire Santé Individu Société, France. She works in the areas of Psychology and Educational Sciences, focusing on culture and cognition, intercultural psychology, professional didactic, scienti ﬁ c and mathematical concept development in formal and informal learning contexts. She is married to Jean-Claude Régnier, with whom she conducts research in the area of obstacles in learning mathematical, statistical and scienti ﬁ c concepts.

Cecilia Agudelo-Valderrama is a Commissioner of CONACES—one of Colombia Ministry of Education’s advisory groups on matters related to the quality of higher education programs. She has been Senior Lecturer in mathematics education at various Faculties of Education in Colombia, and has many years of experience as a teacher of mathematics at the primary and secondary levels. Her research has focused on mathematics teachers’ conceptions, which includes their attitudes to change, and their professional learning. During the last two years she has been collaborating with colleagues at Monash University, Australia, in order to research the impact of a “connected mathematics and science teaching approach” on the practice of a group of Colombian mathematics and science teachers.

Arthur Bakker is Assistant Professor at the Freudenthal Institute for Science and Mathematics Education, Utrecht University, in the Netherlands. His PhD thesis (2004) was about design research in statistics education, with a focus on technology, the history of statistics, and Peircean semiotics (diagrammatic reasoning). He was advisor and curriculum author in the TinkerPlots project (1999–2003), directed by Clifford Konold (USA), and did postdoctoral studies in the Techno-mathematical

M. A. (Ken) Clements et al. (Eds.), Third International Handbook of Mathematics Education, 1043 Springer International Handbooks of Education 27, DOI 10.1007/978-1-4614-4684-2, © Springer Science+Business Media New York 2013 1044 Brief Biographical Details of Authors

Literacies in the Workplace project (2004–2007), which was co-directed by Celia Hoyles and Richard Noss (UK). With Keino Gravemeijer, he co-directed the project Boundary Crossing Between School and Work for Developing Techno-Mathematical Competencies in Vocational Education (2007–2011).

Dani Ben-Zvi is Senior Lecturer in Mathematics Education and in Learning, Instruction and Teacher Education, and head of the Educational Technologies Graduate Program, in the Faculty of Education at the University of Haifa, Israel. He is a recognized international scholar in statistics education, focusing on developing students’ statistical reasoning that involves creating and evaluating data-based claims that are used as a means of increasing credibility of arguments and of making decisions under uncertainty. He designs and studies innovative educational technologies and technology-enhanced learning communities as a means of making complex domains—such as statistics—more accessible to learners.

Rolf Biehler is Professor for Didactics of Mathematics at Paderborn University, Germany. He is co-director of the KHDM (German Centre for Mathematics Education Research in Tertiary Education) and member of the board of directors of the German Centre for Continuous Professional Development of Mathematics Teachers (DZLM). His interests are research into the teaching and learning of probability and statistics, the design and use of e-learning and software tools for teaching and learning, and mathematics education at the tertiary level. He is author of over 100 publications in mathematics education and currently the editor-in-chief of Journal für Mathematik-Didaktik , published by Springer.

Alan J. Bishop is Emeritus Professor at Monash University, Australia. He was Professor of Education at Monash University between 1992 and 2002 .He edited (1978–1990) the international research journal, Educational Studies in Mathematics, published by Kluwer, and has been an Advisory Editor since 1990. He is Managing Editor of the book series Mathematics Education Library, also published by Kluwer (1980–present). He has authored or edited several inﬂ uential books, reports, articles and chapters on mathematics education, and was Chief Editor of the ﬁ rst two International Handbooks of Mathematics Education (1996 and 2003) published by Kluwer (now Springer).

Marcelo C. Borba is Professor in the graduate program in mathematics education and of the Mathematics Department of UNESP (State University of Sao Paulo), campus of Rio Claro, Brazil. He researches the use of digital technology in mathematics education, online distance education and qualitative research methodology. From 2008 through 2011 he served on important education committees within the main research funding agency of Brazil. He is a member of the editorial board of Educational Studies in Mathematics , and is currently an associate editor of ZDM. He has given invited talks in countries such as Argentina, Canada, Colombia, Denmark, Germany, Italy, Mozambique, Mexico, New Zealand and the USA. He has been a member of program committees for several international conferences, Brief Biographical Details of Authors 1045 and has written several books, book chapters and papers published in Portuguese and in English. During the past 10 years he has edited a collection of books in Brazil which includes 24 books to date.

Tony Brown is Professor of Mathematics Education at Manchester Metropolitan University. His research is primarily concerned with mathematics education through the lens of contemporary social theory. He has written seven books, including three titles for Springer’s Mathematics Education Library series, most recently Becoming a Mathematics Teacher and Mathematics Education and Subjectivity. The journal Educational Studies in Mathematics has published eight of his papers. He has also had a long-standing interest in professionally-oriented research, typically carried out by practitioners working on doctoral studies. He recently organized a Mathematics Education and Contemporary Theory conference, and an associated special issue of Educational Studies in Mathematics .

Jinfa Cai is Professor of Mathematics and Education at the University of Delaware. He is interested in how students learn mathematics and solve problems, and how teachers can provide and create learning environments so that students can make sense of mathematics. He has received a number of awards, including a US National Academy of Education Spencer Fellowship, an American Council on Education Fellowship, an International Research Award, and a Teaching Excellence Award. He has been a visiting professor at various institutions, including Harvard University. He has served as a Program Director at the US National Science Foundation and is currently serving as the senior co-chair of the American Educational Research Association’s Special Interest Group on Research in Mathematics Education.

Olive Chapman is Professor of Mathematics Education and Associate Dean of Undergraduate Programs Education in the Faculty of Education at the University of Calgary. She is Editor-in-Chief of the International Journal of Mathematics Teacher Education. Her research interests include prospective and practising mathematics teachers’ thinking—their beliefs, conceptions, perspectives, practical knowledge, mathematical sense-making; learning, and change; mathematics knowledge for teaching; mathematical thinking, problem solving, problem posing and contextual/ word problems; inquiry-based mathematics pedagogy, and inquiry-based discourse to facilitate mathematical thinking. She teaches mathematics education courses at the undergraduate and graduate levels and supervises graduate students in mathematics education.

Ui Hock Cheah has been Senior Specialist in Mathematics at the Regional Centre for Education in Science and Mathematics (RECSAM), Penang, Malaysia, since 2004. He holds a masters degree from Deakin University and a PhD from Universiti Sains Malaysia. He began his career as a secondary mathematics teacher before moving into teacher education. He has a long history of engagement in mathematics education research and the professional development of teachers, and has been heavily involved in the implementation and designing of professional development 1046 Brief Biographical Details of Authors programs for Malaysian teachers. Since 2006 he has been the chief editor of Journal of Science and Mathematics Education in Southeast Asia .

David Clarke is Professor at the University of Melbourne and Director of the International Centre for Classroom Research (ICCR). Over the last 15 years, his research activity has centred on capturing the complexity of classroom practice through a program of international video-based classroom research. Other signi ﬁ cant research has addressed teacher professional learning, metacognition, problem-based learning, and assessment (particularly the use of open-ended tasks for assessment and instruction in mathematics). Current research activities involve multi-theoretic research designs, cross-cultural analyses, discourse in and about classrooms internationally, curricular alignment, and the challenge of research synthesis in education. He has written books on assessment and on classroom research and has published his research in over 150 book chapters, journal articles and papers in conference proceedings.

Philip Clarkson has taught at the Australian Catholic University since 1985, where he is Professor of Education. This followed nearly ﬁ ve years as Director of a Research Centre at the Papua New Guinea University of Technology, and prior to that as a lecturer at Monash University and tertiary colleges in Melbourne. He began his professional life as a secondary school teacher. He has served as President of the Mathematics Education Research Group of Australasia (MERGA) and was foundation editor of the Mathematics Education Research Journal. His research interests are wide ranging, from evaluation of schools, education systems and research programs, through to various areas of mathematics education.

M. A. (Ken) Clements is Professor in the Department of Mathematics at Illinois State University. After teaching in schools for 10 years, he taught in three Australian universities (Monash, Deakin, and Newcastle), and at Universiti Brunei Darussalam (1997–2004). He has served as a consultant in India, Malaysia, PNG, South Africa, Thailand and Vietnam, and has been an editor for the three international handbooks on mathematics education (1996, 2003, 2012). He has written or edited 25 books and has authored many peer-reviewed articles. In 1996 he co-authored, with Nerida Ellerton, a UNESCO book on mathematics education research. He is honorary life member of both the Mathematics Education Research Group of Australasia (MERGA) and the Mathematical Association of Victoria (MAV).

John A. Dossey is Distinguished Professor of Mathematics Emeritus at Illinois State University. His research has focused on comparative studies of student achievement (NAEP, TIMSS, PISA) and the mathematics curriculum. He has served as President of the National Council of Teachers of Mathematics (NCTM), Chair of the Conference Board of Mathematical Sciences (CBMS), and on numerous other professional commissions, committees, policy boards, and editorial boards. He has authored/coauthored textbook series for grades 6–12, collegiate texts for preservice and inservice teachers of mathematics, research in mathematics education, and Brief Biographical Details of Authors 1047 collegiate texts for discrete mathematics and mathematical modeling, as well as numerous monographs and papers.

Paul Drijvers is Associate Professor in Mathematics Education at the Freudenthal Institute of Utrecht University, the Netherlands. His major research interests are the use of ICT in mathematics education, algebra education, teacher professional development, and curriculum development.

Nerida F. Ellerton has been Professor in the Department of Mathematics at Illinois State University since 2002. She holds two doctoral degrees—one in chemistry and the other in mathematics. After teaching in schools, she took an academic appointment at Deakin University, and between 1991 and 1992 was Director of Deakin’s National Centre for Research and Development in Mathematics Education. She was Professor of Mathematics Education at Edith Cowan University (1993–1997), editor of the Mathematics Education Research Journal (1993–1997), and Dean of Education at the University of Southern Queensland (1997–2001). She has led research projects in 10 nations, has written or edited 12 books, and has had more than 150 articles published in refereed journals, conference proceedings, or books. She is currently studying toward a Diploma in Book Conservation with the American Academy of Bookbinding. With Ken Clements, she wrote the book Rewriting the History of School Mathematics in North America 1607–1861, which Springer published in 2012.

Jonas Emanuelsson is Senior Lecturer in the Department of Pedagogical, Curricular and Professional Studies at the University of Gothenburg, Sweden. He specializes in classroom studies of teaching and learning in mathematics and science. His recent work includes international comparative studies conducted in the context of the Learner’s Perspective Study (LPS). His major research interests focus on teachers’ and students’ co-construction of learning processes in classroom interactions. Analyses are aimed at understanding both the content dealt with, and the organisation of interaction. Previous work examined formative assessment as an aspect of classroom interaction.

Jeff Evans is Emeritus Reader in Adults’ Mathematical Learning at Middlesex University, London. He teaches and offers consulting on social research methodology and statistics. His research interests include: mathematical thinking and the emotions; adult numeracy and demands arising from everyday life and work; cultural images of mathematics; social survey methods and measurement of adult skills and attitudes; and methods for fruitfully combining quantitative and qualitative methods. He is on the Editorial Board of Educational Studies in Mathematics , and also reviews for several other educational journals.

Joan Ferrini-Mundy served as Director of the Division of Science and Mathematics Education at Michigan State University during the period 1999–2006, with appointments in Mathematics and Teacher Education. She was an MSU University 1048 Brief Biographical Details of Authors

Distinguished Professor in Mathematics Education and was previously Associate Dean for Science and Mathematics Education in the College of Natural Science. Her research interests are in calculus learning and mathematics education reform, K–14. She chaired the writing group for Principles and Standards for School Mathematics , the 2000 revision of NCTM Standards . Her research projects address the development of leadership in mathematics and science education, school-district level improvement in mathematics and science education, and knowledge of algebra for secondary school teaching. She has recently worked on secondment to the National Science Foundation, where she served as Director of the Division of Research on Learning in Formal and Informal Settings. She currently is a member of the US government Senior Executive Service, serving as Assistant Director, National Science Foundation, for Education and Human Resources.

Cristina Frade is a Lecturer at Universidade Federal de Minas Gerais [UFMG], Brazil. She previously taught mathematics in schools for 25 years, and now teaches mathematics education and supervises postgraduate students. She coordinates a research group at UFMG with projects funded by the university, state and national research agencies. Her research and publication areas include: the tacit- explicit dimension of mathematics practice in and out of school contexts; socio- cultural theories of learning; psychology; culture and affect in mathematics education.

Fulvia Furinghetti is Professor of Mathematics Education in the Department of Mathematics at the University of Genoa. Her research interests include: beliefs, images of mathematics in society, proof, problem solving, use of history of mathematics in teaching, teacher professional development, and history of mathematics education. She organized the celebrations of the centenary of the journal L’Enseignement Mathématique and of ICMI, and edited the proceedings. In addition, she developed the website on the history of the ﬁ rst 100 years of ICMI. In 2000–2004 she chaired HPM (the International Study Group on the relations between History and Pedagogy of Mathematics, which is af ﬁ liated to ICMI).

George Gadanidis is Associate Professor at the Faculty of Education, University of Western Ontario, Canada. His research explores the intersection of mathematics education, technology and the arts. Classroom documentaries of his work can be viewed at www.researchideas.ca

Uwe Gellert is Professor of Mathematics Education within the Faculty of Education and Psychology at Freie Universität Berlin, Germany. His research interests include social inequalities in mathematics education, cross-cultural studies, microanalysis of classroom interaction, sociological perspectives on mathematics, and mathematics teacher education. He is active in the Mathematics Education and Society group (MES) and in the Commission Internationale pour l’Étude et l’Amélioration de l’Enseignement des Mathématiques (CIEAEM). His collaborative international research projects take him regularly to several South American countries. Brief Biographical Details of Authors 1049

Pedro Gómez is a mathematics education researcher at the University of Granada (Spain) and visiting Professor at the Universidad de los Andes in Bogotá (Colombia). He is editor of PNA, a mathematics education research journal. His research interests focus on mathematics teacher education.

Merrilyn Goos is Professor of Education and Director of the Teaching and Educational Development Institute at the University of Queensland. Her research interests include secondary school students’ mathematical thinking, the professional learning of mathematics teachers, the role of digital technologies in mathematics teaching and learning, numeracy education in school and non-school contexts, school reform, and assessment practices in university courses. She is currently President of the Mathematics Education Research Group of Australasia (MERGA), and an Associate Editor of Educational Studies in Mathematics .

Zahra Gooya is Associate Professor of Mathematics Education in the Mathematics Department of Shahid Beheshti University in Iran. Her experience has included being a member of writing teams for ﬁ ve secondary national mathematics textbooks, running more than 11 national training sessions for mathematics teachers regarding the new textbooks, editor of the “Roshd” Mathematics Teacher Education Journal (in Farsi), an in ﬂ uential scholar for the establishment of the masters program of “Mathematics Education” in Iran. Since 2006 she has been an elected member of the Iranian Mathematics Society. In recent years, she has been researching the professional development and professional learning of mathematics teachers.

Ghislaine Gueudet is Professor at IUFM Bretagne within the University of Brest, France. She is co-director of the CREAD (Center for Research on Education, Learning and Didactics). Her research concerns all the resources intervening in the teacher’s activity, with a particular focus on Internet resources. With Luc Trouche, she introduced an approach to the study of mathematics teachers’ documentation work, considering the interactions between teachers and ressources, and the consequences of these interactions for teacher professionnal development.

Lulu Healy is a lecturer in the post-graduate program in Mathematics Education, at Bandeirante University of São Paulo. She has been working in Brazil since 2002, following a research post in mathematics education at the Institute of Education, University of London. Her research interests focus on the use of digital technologies in the teaching and learning of mathematics, and especially on the design of innovative ways of doing and expressing school mathematics. She is particularly interested in the challenges associated with the building of a more inclusive school mathematics and in understanding the mathematical practices of learners with disabilities. She currently coordinates the research group Technology and Means for Expressing Mathematics and directs the research program, Towards an Inclusive School Mathematics , which investigates relationships between sensory experiences and mathematical cognition and designs and evaluates mathematical learning scenarios for students with a diverse range of educational needs. 1050 Brief Biographical Details of Authors

M. Kathleen Heid is a Distinguished Professor of Mathematics Education at Pennsylvania State University. She has served as Editor of the Journal for Research in Mathematics Education, as a member of the Board of Directors for the National Council of Teachers of Mathematics, as a member of the Board of Governors for the Mathematical Association of America, and as co-PI for NSF-funded projects and Centers. She has co-edited Research on Technology and the Teaching and Learning of Mathematics , has co-authored technology-intensive mathematics textbooks for high school students, and has conducted research on the impact of technology on the learning of mathematics.

Rosa Becerra Hernández is Professor in the Pedagogical University Experimental Libertador (UPEL) in Caracas, Venezuela. In addition to her PhD in Education from UPEL (2006), she holds an MA from the University of the Paci ﬁ c, USA (1983), where she was an Outstanding Credential Candidate. From 2003 to 2005, she served as a member of Venezuela’s National Program to Promote Research. She currently is the coordinator of the Research Center of Mathematics and Physics, the coordinator of the Undergraduate Mathematics Program, and the coordinator of the Master of Education Program in Mathematics Education at UPEL. In 2001, she was awarded the Bene ﬁ t National Award for University Academics (CONABA).

Bernard R. Hodgson is Professeur titulaire in the Department of Mathematics and Statistics at Université Laval, where he has been a faculty member since 1975. His research and teaching interests include mathematical logic and theoretical computer science, mathematical education and its history, and history of mathematics. He was an invited regular lecturer at the International Congress of Mathematicians (1990 and 1998) and at ICME-7 (1992), and a plenary lecturer at ICME-12 (2012). He has served as Vice-President of the Canadian Mathematical Society, President of the Canadian Mathematics Education Study Group, and Secretary-General (1999– 2009) of the International Commission on Mathematical Instruction (ICMI).

Geoffrey Howson is Emeritus Professor of Mathematical Curriculum Studies at Southampton University, England. He has written, edited, or contributed to many books and papers on mathematics, education, and mathematics education. Among other commitments, he has served as Assistant Director of the Centre for Curriculum Renewal and Educational Development Overseas, President of the Mathematical Association, Chairman of the School Mathematics Project, a founder Director of BACOMET, and Secretary-General of ICMI.

Celia Hoyles is Professor of Mathematics Education at the Institute of Education, University of London, and is Director of the National Centre for Excellence in the Teaching of Mathematics. Her research interests include proof conceptions, the mathematical skills needed in modern workplaces, and the design of digital environments for mathematics. In 2004, she was awarded an OBE for services to mathematics education, and also the ﬁ rst ICMI Hans Freudenthal medal. Between 2004 and 2007 she served as the UK Government’s Chief Adviser for Mathematics. Brief Biographical Details of Authors 1051

In 2011, she was awarded the ﬁ rst Royal Society Kavli Education Medal for distinguished contribution to science or mathematics education.

Eva Jablonka is Professor of Mathematics Education at Luleå University of Technology, Sweden. She earned her PhD at the University of Technology in Berlin in 1996, and worked for many years at Freie Universität in Berlin. As a member of the Learner’s Perspective Study (LPS), she spent one year in Australia helping to the set up the International Centre for Classroom Research at the Universty of Melbourne. She has lectured in a variety of undergraduate and graduate programs in mathematics education. Her research areas include sociological theories of mathematics and mathematics education, mathematical modelling and mathematical literacy, and comparative empirical classroom studies. Currently, she is engaged in an international study on the emergence of disparity in achievement in mathematics classrooms.

Barbara Jaworski is Professor of Mathematics Education in the Mathematics Education Centre at Loughborough University, in the UK. Her experience has included being a teacher of mathematics at both secondary and university levels, a teacher educator for prospective secondary teachers, and extensively working with practising teachers in several countries including the UK, Norway and Pakistan. She has edited the Journal of Mathematics Teacher Education and has been President of the European Society for Research in Mathematics Education. Her research has focused on mathematics teaching at all levels and its development. She has been particularly interested in creating and researching communities of inquiry involving teachers and educators in which both groups are researchers and bring complemen- tary knowledge to the partnership.

Alexander Karp is Associate Professor of Mathematics Education at Teachers College, Columbia University. He received his Ph.D. in mathematics education from Herzen Pedagogical University in St. Petersburg, Russia, and also holds a degree from the same University in history and education. Currently, his scholarly interests span several areas, including gifted education, mathematics teacher education, the theory of mathematical problem solving, and the history of mathematics education. He is the managing editor of the International Journal for the History of Mathematics Education and the author of over 100 publications, including over 20 books.

Christine Keitel is Professor of Mathematics Education at the Freie University, Berlin, where she teaches prospective primary and secondary school teachers of mathematics. In the 1970s she worked as a research fellow at Max-Planck-Institute for Educational Research in Berlin on theoretical and practical approaches to curriculum development. In 1980, she became Director of a practice-oriented teacher education project at the Institute for Didactics of Mathematics in Bielefeld. She then moved to the Technical University of Berlin (TUB) and passed her Habilitation/ venia legendi in the Mathematics Department of that University. In 1990 she obtained her professorship at Freie University. 1052 Brief Biographical Details of Authors

Her main research interests are mathematics as a social practice; philosophy and sociology of mathematics and the sciences; mathematics for all; mathematical literacy; mathematics education and technology; social justice and mathematics education: gender, ethnicity and class and the politics of schooling; history and the current state of mathematics education around the world; comparative studies on mathematics classroom practice and learners’ perspectives; political and social dimensions of research on mathematics classroom practice, internationalization and globalization of scienti ﬁ c collaboration; dif ﬁ culties faced by students and teachers in mathematics classrooms; mathematics education and values. In 1994 and in 1999–2001 she was guest professor in South Africa/Durban, and in Melbourne and Queensland in 2002 and 2004. In 1999 she was awarded an Honorary Doctorate in Sciences by the University of Southampton, and the A. v. Humboldt-Scholarship Award for Research and Capacity Building in South Africa. In 2009 she was awarded an Honorary Doctorate in Sciences by the University of Shumen, Bulgaria. Between 1999 and 2001 and also between 2007 and 2010 she was Vice-President of Freie University responsible for transformation of study orders into Bachelor and Master programs.

Carolyn Kieran is Professor Emerita of Mathematics Education at the Université du Québec à Montréal. For many years her research has focused on the learning and teaching of algebra, more recently involving the roles played by computing tools. She has served as President of the International Group for the Psychology of Mathematics Education and as member of the International Program Committees for ICME-11, ICMI Study Group 12 on Algebra, and ICMI Study 22 on Task Design. Recent publications include chapters in the Handbook of Research on the Psychology of Mathematics Education and the Second Handbook of Research on Mathematics Teaching and Learning .

Jeremy Kilpatrick is Regents Professor of Mathematics Education at the University of Georgia. He holds A.B. and M.A. degrees from the University of California, Berkeley, and M.S. and Ph.D. degrees from Stanford University. Before joining the Georgia faculty, he taught at Teachers College, Columbia University. He is a National Associate of the National Academy of Sciences and a Fellow of the American Educational Research Association, received a 2003 Lifetime Achievement Award from the National Council of Teachers of Mathematics, and received the 2007 Felix Klein Medal honoring lifetime achievement in mathematics education from the International Commission on Mathematical Instruction.

Konrad Krainer is Professor at the University of Klagenfurt, head of the Austrian Educational Competence Centre for Instructional and School Development (Klagenfurt and Vienna), and the leader of the nation-wide IMST project. He was associate editor of JMTE, co-editor of the International Handbook of Mathematics Teacher Education , was a founding member of the ERME-Board (e.g., establishing a summer school for young researchers), and is a member of the Education Committee of the EMS. He gave plenary lectures at ICME 10 (co-presenter) and Brief Biographical Details of Authors 1053

PME 35. His research interests are mathematics teacher education, school development, and educational system development.

Troels Lange is Senior Lecturer in Mathematics for young children in teacher education at Malmö University, Sweden. After teaching mathematics and science in a high school program for adults, he taught mathematics education in Danish teacher- education programs. He has recently worked in Australian primary teacher education. In 2009 he defended his PhD thesis, at Aalborg University, Denmark, on children’s perspectives on having difﬁ culties with learning mathematics. Since then, he has published a number of peer-reviewed articles. He is now involved in research projects investigating preschools’ approach to mathematics education.

Stephen Lerman was a secondary school teacher of mathematics in London and abroad, including ﬁ ve years as a head of Mathematics. Since then he has been in mathematics teacher education and research, and he is now Professor of Mathematics Education at London South Bank University. He is a former President of the International Group for the Psychology of Mathematics Education (IGPME) and Chair of the British Society for Research in Learning Mathematics (BSRLM). His interests are in theories of learning and socio-cultural theory. His recent work has drawn on sociological theory to inform studies of disadvantage in school classrooms.

Allen Leung is Associate Professor in Mathematics Education at the Hong Kong Baptist University. He obtained his PhD in mathematics at the University of Toronto and has been Assistant Professor at the University of Hong Kong and the Hong Kong Institute of Education. His main research areas are the pedagogical and epistemological aspects of dynamic geometry environments, the use of tools in mathematics classrooms, the development of the Theory of Variation in mathematics pedagogy, and the development of lesson and learning studies. He is an IPC member of the 22nd ICMI Study on task design.

Frederick Koon-Shing Leung is Professor in Mathematics Education within the Faculty of Education of the University of Hong Kong. Born and raised in Hong Kong, he obtained B.Sc., Cert. Ed. and M.Ed. qualiﬁ cations from the University of Hong Kong, and Ph.D. from the University of London Institute of Education. His major research interests are in the comparison of mathematics education in different countries, and in the in ﬂ uence of culture on teaching and learning. He is principal investigator of a number of major research projects, including the Hong Kong com- ponent of the Trends in International Mathematics and Science Study (TIMSS), the TIMSS Video Study, and the Learner’s Perspective Study (LPS). He was a member of the Executive Committee of the International Commission on Mathematical Instruction (ICMI) and the Standing Committee of the International Association for the Evaluation of Academic Achievement (IEA). He was awarded a Senior Fulbright Scholarship in 2003, and is a honorary professor of Beijing Normal University, Southwest University, and Zhejiang Normal University in China. 1054 Brief Biographical Details of Authors

Jun Li is Associate Professor within the Department of Mathematics at the East China Normal University. She has a special interest in studying students’ understanding of mathematics, especially in the ﬁ eld of statistics and probability. She is also interested in curriculum issues, teacher training, the use of technology in classrooms, and the in ﬂ uences of culture on mathematics education. She is a member of the writing group of the Standards of Mathematics Curriculum for Senior High Schools issued by the Ministry of Education of China, and is also author of a mathematics textbook being used in junior high schools in China.

Abigail Fregni Lins (Bibi Lins) is a permanent Lecturer in the Mathematics Department and in the Graduate Master Program in Mathematics Education at the State University of Paraíba, Brazil. She was born in the capital city of São Paulo, Brazil, and obtained her BSc in Pure Mathematics at the Catholic University of São Paulo-PUCSP in 1985, her MPhil in Number Theory at the University of Nottingham in 1992, and a PhD in Mathematics Education at the University of Bristol in 2003. She has taught at undergraduate and graduate levels in national and international universities. Her professional interests are in pure mathematics, and in mathematics education with emphasis on the use of technologies in the teaching and learning of mathematics. She is President of the Brazilian Mathematics Education Society in the State of Paraíba and is involved in various national research projects.

Chap Sam Lim is Professor of Mathematics Education in the School of Educational Studies at Universiti Sains Malaysia (USM), Penang, Malaysia. She taught mathematics in secondary schools for 8 years and lectured at a teacher-training college for one and a half years before taking an appointment at USM in 1993. In 1999 she was awarded a PhD by Exeter University, in the UK. She gained the Asian Scholar award from the Asian Scholarship Foundation (2004–2005), and was Fulbright Scholar in 2008 and 2009. She has written or edited 7 books and more than 50 peer- reviewed articles focusing on cross-cultural study, public images of mathematics, teaching mathematics in a second language, and lesson study as a form of professional development for mathematics teachers.

Lim-Teo, Suat Khoh is Associate Professor at the National Institute of Education, Singapore. She has held various appointments there, including Head of Mathematics, Associate Dean for pre-service programs and Dean of Faculty Affairs. She was also a past President of Singapore’s Association of Mathematics Educators, a past Vice-President of the Singapore Mathematical Society, and has served on local and international conference committees. She was an IPC member for ICME10 (Denmark, 2004) and IPC chair for EARCOME 2002. She has been a mathematics teacher educator for more than 20 years and her current research focus is on teacher education.

Katie Makar is Senior Lecturer in mathematics education at the University of Queensland in Australia. She has authored over 40 peer-reviewed publications, pre- sented her research on six continents and led several national projects researching Brief Biographical Details of Authors 1055 the teaching of mathematics through inquiry, statistical argumentation, and informal statistical inference at the school level. She has conducted consulting work for government agencies on innovative teaching of mathematics, promoting statistical reasoning and teacher professional standards, and teaches preservice secondary mathematics teachers as well as courses in mathematics education, interdisciplinary curriculum and statistics. She obtained her PhD in 2004, and before that she taught secondary mathematics for 15 years in the USA and in Asia.

José Manuel Matos did his undergraduate studies in applied mathematics at the University of Lisbon, Portugal. For some years he worked as a certiﬁ ed teacher of mathematics in secondary schools in Portugal, and later he obtained his masters degree at Boston University and his doctorate at the University of Georgia, his dis- sertation being in mathematics education. He currently works at the New University of Lisbon where he teaches undergraduate and graduate courses on education and mathematics education. His research interests are currently focused on learning, curricular issues, and the history of mathematics education.

Claire Margolinas is “Maître de Conférence” and member of the Acté research center at Blaise Pascal University, France. Since 1993 she has taught mathematics education and mathematics for secondary and primary teachers at Auvergne University’s Institute for Teacher Education (IUFM: Institut Universitaire de Formation des Maîtres). Between 2003 and 2006 she was editor of the journal Recherches en Didactique des Mathématiques and she is currently a member of the editorial board of Educational Studies in Mathematics. She is known for her work about teachers’ situations.

Tamsin Meaney is Professor of Mathematics for young children at Malmö University, Sweden. She has worked as a mathematics educator in Australia, Kiribati, and New Zealand. Before moving to Sweden, Tamsin worked as a teacher educator at the University of Otago, Dunedin, New Zealand, and at Charles Sturt University, Wagga Wagga, Australia, Much of her research interests have focused on issues associated with language in mathematics, particularly in relationship to the use of Indigenous languages for the teaching of mathematics. This includes a long-running research project within a Māori-immersion school in Rotorua, which has been the theme of her recent book, published by Springer.

Marta Menghini is Associate Professor in the Department of Mathematics of Sapienza University in Rome. Her research interests are as follows: history of mathematics teaching, particularly of geometry teaching; relations between historical development, foundations, cognitive aspects and curriculum in the learning of mathematics; inﬂ uences of research in geometry on the teaching of geometry in the last century; the approach to deﬁ nitions in geometry, intuitive geometry and the use of concrete materials. She was the chief organizer of the international symposium, held in Rome in March 2008, marking the occasion of the centennial of ICMI, and she edited the proceedings of that symposium. 1056 Brief Biographical Details of Authors

Vilma Mesa is Assistant Professor of Education at the University of Michigan. She is currently investigating the role that resources play in developing teaching expertise in undergraduate mathematics, speciﬁ cally at community colleges and in inquiry-based learning classrooms. She has conducted several analyses of textbooks and evaluation projects on the impact of innovative mathematics teaching practices for students in science, technology, engineering, and mathematics. She has a B.S. in computer science and a B.S. in mathematics from the University of Los Andes in Bogotá, Colombia, and holds a master’s degree and a Ph.D. in mathematics education from the University of Georgia.

Elena Nardi is a Greek-born researcher in mathematics education. She is currently Reader at the University of East Anglia in the UK. Her research is mainly on the teaching and learning of mathematics at university level, cognitive, social and affective issues of student engagement with mathematics, and, secondary mathematics teacher knowledge and beliefs. She is joint Editor-in-Chief of the Routledge journal Research in Mathematics Education, the ofﬁ cial journal of the British Society for Research into the Learning of Mathematics (BSRLM), and her monograph Amongst Mathematicians: Teaching and Learning Mathematics at University Level was published by Springer in 2008. E-mail: [email protected]

Mogens Niss is Professor of Mathematics and Mathematics Education at Roskilde University, Denmark. Trained as a pure mathematician, his research interests turned towards mathematical modelling and mathematical education. Today, his main fi eld of research is mathematics education, especially the justifi cation problem in mathematics education; applications and modelling in the teaching and learning of mathematics; assessment; the nature of mathematics education research as a scienti fi c discipline; and mathematical competencies in mathematics education. He has been member of several committees, including the Executive Committee of ICMI, 1987–1998 (Secretary General 1991–1998), the ICMI Awards Committee (chair 2008–2011), and the Education Committee of the European Mathematical Society.

Jarmila Novotná is Professor at Charles University in Prague and researcher in LACES, at Université Bordeaux Segalen. She was member of the IPC of the Fifteenth ICMI Study Professional Education and Development of Teachers of Mathematics and of the ICME 10 Survey Team, The Professional Development of Mathematics Teachers. She coordinated the PME 27/PMENA25 plenary Panel: Navigating Between Theory and Practice . She is a member of the Educational Committee of the European Mathematical Society. She is known for her work related to mathematics teacher training and to the transfer into practice of research results.

Peter Nyström is Assistant Professor in the Department of Applied Educational Science at Umeå University, in Sweden. He is currently serving as the mathematics expert for TIMSS in Sweden, and since 2004 has led a group that has been developing national tests in mathematics for upper secondary schools in Sweden. He is an active Brief Biographical Details of Authors 1057 participant in, and a member of the board of, the Umeå Research Centre for Mathematics Education (UMERC). Although his research is mainly in the ﬁ eld of educational assessment with a special focus on mathematics and science, he has also taken interest in issues such as curriculum, ability grouping, and the teaching of mathematics.

Neil A. Pateman is Professor in the Department of Curriculum Studies at the University of Hawai’i at Mānoa. His research interests are teaching and learning in mathematics classrooms, and socio-cultural dimensions of mathematics education. He is currently working with others on a project to recover traditional mathematical knowledge in Paci ﬁ c island entities with a view to developing curriculum for schools in those entities in order to keep the traditional practices alive.

Arthur B. Powell is Associate Professor, Department of Urban Education at Rutgers, the State University of New Jersey. He has taught in Brazil, China, and Mozambique, as well as in the USA, has authored or edited ﬁ ve books, and has published numerous articles. His research areas include ethnomathematics, critical mathematics, analysis of curriculum materials, subordination of teaching to learning in mathematics, and collaborative mathematical problem solving with technology. He created the NGO, Elevating Learning above Teaching (ELAT), to support professional development projects for teachers of elementary schools in Haiti. In 2003, he co-founded the Bronx Charter School for Better Learning (BCSBL) in New York City, and there he conducts professional development workshops for teachers.

David Lindsay Roberts is Adjunct Professor at Prince George’s Community College, in Maryland (USA). He has an M.A. in mathematics from the University of Wisconsin-Madison and a PhD. in the history of science from Johns Hopkins University. His research focusses on the history of mathematics education in the nineteenth and twentieth centuries. He has received the Lester R. Ford Award for expository writing on mathematics from the Mathematical Association of America, and was co-author, with Peggy Aldrich Kidwell and Amy Ackerberg-Hastings, of Tools of American Mathematics Teaching, 1800–2000 , published by the Johns Hopkins University Press in 2008.

Ornella Robutti is Associate Professor in Mathematics Education in the Department of Mathematics of the University of Torino, in Italy. She obtained her Masters degree in Mathematics in 1984 and her Masters degree in Physics in 1989 at the University of Torino. She is involved in teacher education in national projects in Italy ([email protected], PON), and is in charge of the GeoGebra Institute of Torino and of the project DIFIMA. She is the author of many publications in the ﬁ eld of mathematics education as well as high school books on physics and mathematics. Her main ﬁ eld of research is teaching and learning processes in mathematics with the support of technologies.

Leo Rogers is a founder member of the British Society for the History of Mathematics and founder of the International Study Group on the History and Pedagogy of 1058 Brief Biographical Details of Authors

Mathematics (HPM). He has taught in Primary and Secondary schools in England, and as a trainer of teachers, worked with pupils and teachers in a number of European Community curriculum and research projects. His principal interests are the historical, philosophical and cultural aspects of mathematics as they relate to the development of curricula, mathematical pedagogies, and individual learning. When not involved with education, he dances the Argentine Tango.

Ana Isabel Sacristán has been a full-time researcher in mathematics education at the Center for Research and Advanced Studies (Cinvestav) in Mexico City, Mexico, since 1989. She received her PhD from the Institute of Education, University of London in 1997. Her main area of research is the use of digital technologies in the teaching and learning of mathematics and, more recently, professional development of teachers aimed at assisting them to incorporate digital technologies into their practice. She has participated in several national and international projects and committees in these areas, including as a member of the program committee of the ICMI 17 study group.

Bernard Sarrazy is Professor of Educational Sciences at the University of Bordeaux Segalen, France. He was director of the Département des Sciences de l’Education for 2 years and at present is director of the Laboratoire Cultures, Education, Sociétés (LACES). In his research he focusses on the study of phenomena of mathematics education at the intersections of post-structuralist anthropology and the theory of didactical situations. He pays special attention to anthropological and social deter- minations of the relationships of pupils towards the didactical contract.

J. Michael Shaughnessy, who is Professor, Department of Mathematics and Statistics at Portland State University, has recently served a 4-year term as President of the National Council of Teachers of Mathematics. He has taught mathematics courses and directed professional development programs for teachers from K–12 through university level. He has authored over 70 scholarly articles, books, and book chapters on issues in mathematics education. His principal research interests have been the teaching and learning of statistics, probability, and geometry. He was a member of the Mathematics Department at Oregon State University from 1976 to 1993, and subsequently joined the Department of Mathematics and Statistics at Portland State University.

Yoshinori Shimizu is Professor of Mathematics Education within the Graduate School of Comprehensive Human Sciences, University of Tsukuba. He taught at Tokyo Gakugei University, one of the largest national institutions for teacher education in Japan, for 15 years before joining University of Tsukuba in 2005. His primary research interests include international comparative studies of mathematics classroom instruction and student assessment. He was a member of the Mathematics Expert Group for OECD/PISA 2003, 2006, and 2009, and was one of the founders of Learner’s Perspective Study (LPS), an international comparative study on mathematics classrooms. He is the Japanese team leader for LPS. Brief Biographical Details of Authors 1059

Nathalie Sinclair is Associate Professor in the Faculty of Education at Simon Fraser University in Canada. Before that, she worked in the Department of Mathematics at Michigan State University. Her primary research interests focus on the consequences of embodied cognition in mathematics thinking and learning. She studies the role of the aesthetic in the development of mathematics as a discipline and in the understandings of both research mathematicians and school learners, and investigates the ways in which digital technologies, and dynamic geometry software in particular, change the way people think, move and feel mathematically.

Parmjit Singh is Associate Professor within the Faculty of Education, University Technology Mara, Malaysia. He obtained his PhD in Mathematics Education from Florida State University in 1998, and his research interests focus on children’s learning and development in mathematics with a speciﬁ c interest in cognitive processes. He has been a principal investigator on several funded research projects such as Gaps in Children’s Mathematical Learning, Multiplicative Thinking Structures, Problem Solving among College Students, Children’s Numeracy, and Key Performance Indicators (KPI) for Public Universities in Malaysia. He has given numerous paper presentations and gained research publications in local, national, and international arenas and has authored several books aimed at the primary, secondary and tertiary levels of mathematics education.

Bharath Sriraman is an Indian-born academic editor, mathematician, and educator best known for his contributions to theory development in mathematics education and in gifted education. He is Professor of Mathematics at The University of Montana—with a secondary appointment in the Department of Central Asian Studies where he offers courses in Indo-Iranian studies. He travels and collaborates extensively with colleagues at institutions in Norway, Sweden, Denmark, and Iceland, in addition to Cyprus, Germany, Turkey, Iran, Australia, and Canada, and supervises doctoral students from these nations. He is the founder and editor-in- chief of The Mathematics Enthusiast . E-mail: [email protected]

Kaye Stacey is Foundation Professor of Mathematics Education at the University of Melbourne. She works as a researcher and teacher educator, training teachers for both primary and secondary schools and supervising graduate research. Her research interests centre on mathematical thinking and learning, problem solving and the mathematics curriculum, particularly the challenges and opportunities that arise in adapting to the new technological environment. Her research work is renowned for its high engagement with schools. Her doctoral thesis from the University of Oxford, was in number theory. She has a Centenary Medal from the Australian government for outstanding services to mathematics education.

Mike Thomas is Professor in the Mathematics Department at The University of Auckland, New Zealand. His research interests are in using technology to improve learning, developing theories of advanced mathematical thinking, the learning and teaching of calculus and undergraduate mathematics, school and university teaching, 1060 Brief Biographical Details of Authors and connections between mathematics education and cognitive neuroscience. He has given invited research seminars in a number of countries and is on the editorial boards of Mathematics Education Research Journal and the International Journal of Mathematical Education in Science and Technology . He has recently leading a survey team for the 2012 International Congress on Mathematical Education (ICME), on the mathematical dif ﬁ culties inherent in the transition from school to university.

Luc Trouche Professor at the French Institute for Education (Ecole Normale Supérieure de Lyon, France), is head of the research department. His work was previously dedicated to the didactical study of ICT integration in mathematics education, considering the interplay between instrumentation and conceptualization processes. He introduced the notion of orchestration to model the didactical management of available artefacts in a classroom. This led him, in a joint work with Ghislaine Gueudet, to introduce a documentary approach of didactics, analyzing teacher development as an interplay between practice, individual and collective, and resources.

David Wagner is Associate Dean and a Mathematics Education Associate Professor in the Faculty of Education of the University of New Brunswick, Canada. He is most interested in human interaction in mathematics and mathematics learning and the relationship between such interaction and social justice. This inspires his research, which has focussed on identifying positioning structures in mathematics classrooms by analyzing language practices, on ethnomathematical conversations in Mi’kmaw communities, and on working with teachers to interrogate authority structures in their classrooms. He currently serves as managing editor on the board of directors of the journal For the Learning of Mathematics and as a member of the Nonkilling Science and Technology Research Committee. He has published articles in various journals, hosted conferences, led working groups at a number of conferences, taught in ﬁ ve countries and co-edited a book in Springer’s Mathematics Education Library series.

Margaret Walshaw is Professor in the School of Curriculum and Pedagogy at Massey University, New Zealand. She is Co-Director of the Centre of Excellence for Research in Mathematics Education at her University, and as Research Director coordinates, for her college, the professional doctorate in education. Her overriding research interest is in making connections between new theories of the social and mathematics education. In this interest she has written and edited several books and published in a wide range of journals.

Tine Wedege is Professor in the Faculty of Education and Society, Malmö University, Sweden, where she teachers mathematics teacher education. During 2005–2010 she was also Professor in the Department of Mathematical Sciences, Norwegian University of Science and Technology, Norway. Until 2005, she was Associate Professor at Roskilde University, Denmark, where she defended her Brief Biographical Details of Authors 1061 doctoral thesis in 2000. She has written and/or edited more than 100 scienti ﬁ c publications, and is a member of the editorial committee of Nordic Studies in Mathematics Education. Internationally, she has been active in the Adults Learning Mathematics (ALM) research forum since 1994, and has been on the editorial board of ALM’s international journal.

Allan Leslie White is Associate Professor in Mathematics Education, within the School of Education at the University of Western Sydney (UWS). Before UWS he taught for over 20 years in primary and secondary schools in three Australian states and during that time held positions of Principal, Head of Mathematics, Boarding Director. He has worked with intellectually handicapped and emotionally disturbed students, and has a long history of working throughout South East Asia in the areas of mathematics education, research, and teacher professional development. He is currently working in, or has worked in, Brunei Darussalam, Cook Islands, Indonesia, Japan, Malaysia, New Zealand, The Philippines, Singapore, Thailand, and Taiwan.

Dylan Wiliam is Emeritus Professor of Educational Assessment at the Institute of Education, University of London where, from 2006 to 2010 he was its Deputy Director. In a varied career, he has taught in urban public schools, directed a large- scale testing program, and served a number of roles in university administrations, including Dean of a School of Education. For the last 15 years, his scholarly work has focussed on supporting teachers to develop their use of assessment in support of learning—sometimes called formative assessment or assessment for learning.

Gaye Williams is a Lecturer at Deakin University, and an Australian Research Council Post-doctoral Fellow hosted by the International Centre for Classroom Research at the University of Melbourne. She is also a member of the Learner’s Perspective Study (LPS). Her research foci are inﬂ uenced by her many years as a secondary mathematics teacher, provider of professional learning in primary and secondary schools, and by her participation in curriculum development and assessment projects at local, state and national levels. She has visited classrooms in Australia, Japan, Germany, the USA, the Philippines, South Africa, and Sweden, and analysed lesson videos from these countries and from China. Collaborations with local researchers have enriched her understanding of intercultural contexts.

Julian Williams is Professor of Mathematics Education within the University of Manchester’s School of Education. He began his professional career teaching mathematics in comprehensive schools. His work increasingly focussed on research and research supervision in mathematics education. His interests have always been not only in modelling and problem solving but also in learning, assessment and teaching mathematics, situated and embodied intuition, workplace and school–college/ university transitions, and widening participation in mathematics. His recent theoretical work deals with cultural-historical psychology/activity theory, semiotics, identity and Bourdieusian sociology. He is currently attempting to synthesize cultural psychology in the educational ﬁ eld as a localization of capitalism. 1062 Brief Biographical Details of Authors

Margaret Wu has a background in statistics and educational measurement. She has worked as a researcher in educational institutes, as well as a mathematics teacher in schools. Margaret has been involved in a number of international studies including PISA and TIMSS, taking on the roles of data analyst and test developer. She grew up in Taiwan but has lived in Australia for many years. She has a keen personal interest in international comparative studies, and her main area of research is in the development of item response models. She is a co-author of an item response modeling software program, ConQuest.

Keiko Yasukawa is Lecturer in Adult Education at the University of Technology, Sydney. Keiko has taught in mathematics, engineering and adult education depart- ments in Australian universities. She now teaches and coordinates adult literacy and numeracy teacher education courses, and conducts research in the areas of critical mathematics/numeracy, adult literacy and numeracy pedagogies and policy, and workplace literacy and numeracy.

Rose Mary Zbiek is Professor of Mathematics Education and in charge of the Mathematics Education Program at The Pennsylvania State University. She is Series Editor for the Essential Understanding book series published by the National Council of Teachers of Mathematics. A past Chair of the International Committee for Computer Algebra in Mathematics Education, her research interests include the use of technology in learning and teaching mathematics and the development and employment of teacher understanding of mathematics in technology-intensive environments. In addition, she has developed secondary school mathematics curriculum materials which capitalize on mathematics technology. Names of Reviewers

Every Handbook chapter was reviewed by at least two independent reviewers, appointed by the editorial team. In addition, each chapter was read critically by the appropriate section editor and by Ken Clements. The editors thank the following persons who served as reviewers.

Section Name of Reviewer Reviewer’s Address A Abraham Arcavi Weizmann Institute of Science, Israel D Michèle Artigue Université Paris Diderot, France A Bill Atweh Curtin University, Australia A Takuya Baba The University of Hiroshima, Japan B Patricia Baggett New Mexico State University, USA B Heinrich Bauersfeld Universität Bielefeld, Germany B Andy Begg Auckland University of Technology, New Zealand D Kristín Bjarnadóttir Iceland University, Iceland D Jo Boaler Stanford University, USA C Peter Boon University of Utrecht, The Netherlands C Nigel Calder The University of Waikato, New Zealand A Marta Civil The University of Arizona, USA A Barbara Clarke Monash University, Australia B Doug Clarke The Australian Catholic University, Australia D Patricia Cline Cohen The University of California, Santa Barbara C Damien Debell Boston College, USA C Michael de Villiers Kennesaw State University, USA A Jan Draisma Eindhoven University of Technology, The Netherlands A Renaud d’Enfert Université Paris Sud 11, France A Paul Ernest Formerly, The University of Exeter, UK B Ruhama Even Weizmann Institute of Science, Israel A Helen Forgasz Monash University, Australia C Josep Fortuny Universitat Autòmna de Barcelona, Spain D Michael Fried Institute for Applied Research, Israel C Rossella Garuti Università di Genova, Italy C Vince Gieger Australian Catholic University, Australia A Simon Goodchild The University of Agder, Norway D Kian-Sam Hong Universiti Malaysia Sarawak, Malaysia D Maitree Inpasitha Khon Kaen University, Thailand C Gabrielle Kaiser University of Hamburg, Germany B Tom Kieren The University of Alberta, Canada C Jean-B. Lagrange Université Paris 7, France C Zsolt Lavicza The University of Cambridge, UK

M. A. (Ken) Clements et al. (Eds.), Third International Handbook of Mathematics Education, 1063 Springer International Handbooks of Education 27, DOI 10.1007/978-1-4614-4684-2, © Springer Science+Business Media New York 2013 1064 Names of Reviewers

Section Name of Reviewer Reviewer’s Address D Gilah Leder Monash University, Australia A Stephen Lerman London South Bank University, UK B Salvador Llinares University of Alicante, Spain B Francis Lopez-Real The University of Hong Kong A Juergen Maasz The University of Linz, Austria D George Malaty The University of Joensuu, Finland A Ramakrishnan Menon Georgia Gwinnett College, USA B Fayez M. Mina Ain Shams University, Egypt D Candia Morgan The University of London, UK A Judit Moschkovich The University of California, Santa Cruz A Christopher Ormell Formerly, The University of East Anglia, UK D Minoru Ohtani Kanazawa University, Japan A Birgit Pepin University College Sør-Trøndelag, Norway B Andrea Peter-Koop Carl von Ossietzky Universität Oldenburg, Germany C Rui Pimenta Instituto Politécnico do Porto, Portugal B Joao Pedro da Ponte Universidade de Lisboa, Portugal C Renate Retkute The University of Nottingham, UK C Teresa Rojano CINVESTAV, Instituto Politécnico Nacional, Ministry of Education, Mexico C Kenneth Ruthven The University of Cambridge, UK B Wee Tiong Seah Monash University, Australia A Mamokgethi Setati The University of South Africa, South Africa B Yasuhiro Sekaguchi The University of Alicante, Spain B Anna Sfard The University of Haifa, Israel B Mihaela Singer The University of Ploiesti, Romania A Ole Skovsmose Aalborg University, Denmark B Judy Sowder San Diego State University, USA C Peter Sullivan Monash University, Australia D David Tall The University of Warwick, UK B Zalman Usiskin The University of Chicago, USA B Pongchawee Vaiyavutjamai Chiang Mai University, Thailand D Paola Valero Aalborg University, Denmark B Marja van den Heuvel- Utrecht University, The Netherlands Panhuizen D Renuka Vithal University of Kwazulu-Natal, South Africa B Jeannette Vogelaar UNESCO, France A Anne Watson Oxford University, UK C Ngai-Ying Wong Chinese University of Hong Kong, Hong Kong D Ban Har Yeap Marshall Cavendish Institute, Singapore B Orit Zaslavsky New York University, Steinhardt, USA Author Index

A Alexanderson, Gerald L. , 802 Aaron, Wendy Rose , 55 Alexiadou, Nafsika , 1020 Abrahamson, Louis , 746 Allal, Linda , 118, 728 Abramov, Alexander , 807 Alldredge, J. Richard , 652 Abrantes, Paulo , 506 Allen, Ann Taylor , 534 Abu Zahari bin Abu Bakar , 12 Almond, Russell G. , 722, 734 Acevedo, Carmen Gloria , 863 Alonso, F. , 620 Achiron, Marilyn , 839 Alonso, Orlando B. , 807 Acioly-Régnier, Nadja , 101, 107–111 Alrø, Helle , 61, 184, 185 Ackerberg-Hastings, Amy , 27, 530–533, 535, Alston, Alice S. , 92, 364, 375, 377, 415 536, 538, 539 Altbach, Philip G , 852 Adam, Shehenaz , 170, 178, 182 Althusser, Louis , 45, 56, 468–470 Adams, Barbara L. , 181, 183, 193 Altrichter, Herbert , 346, 364, 368, 382 Adams, Jennifer , 79 Altschuld, James W. , 249 Adams, Raymond , 839 Alvarez, A. , 876 Adler, Jill , 21, 58, 80, 81, 120, 149, 328–331, Álvarez, P. , 876 364, 399, 400, 412, 432, 479, 815, Ameis, Jerry A. , 538 816, 821, 850, 1019, 1034 Amit, Miriam , 849 Adorno, Theodor , 45 An, Shuhua , 814 Agalianos, Angelos , 757, 765 Ander-Egg, Ezequiel , 348 Agatston, Patricia Walton , 706 Anderson, Judy O. , 399, 875, 888, 917 Agudelo-Valderrama, Cecilia , 336, 393, 394, Anderson, Maria H. , 532 417, 418 Andersson, Annica , 186–189, 191, 192 Agudo, J. Enrique , 654 Andrade, Fernanda , 108 Aguilar, Miguel , 884 Andrew-Ihrke, Dora , 170 Aguirre, Julia M. , 89 Andrews, Jane , 90 Ahlfors, Lars Valerian , 285 Andrich, David , 148 Ahmed, Ayesha , 729 Angell, Carl , 981, 989 Ainley, Janet , 572, 671 Anku, Sitsofe , 846 Aitchison, John J. W. , 206 Annetta, Leonard A. , 705 Akamatsu, C. Tane , 79, 82 Ansell, Ellen , 77 Akiba, Motoko , 244, 250 Anstrom, Terry , 885, 893 Alasuutari, Pertti , 1030 Anthony, Glenda , 45, 120, 176 Alatorre, Silva , 209 Antonini, Alberto Severo , 541 Albers, Donald J. , 802 Anyon, Jean , 468, 470 Alcaide, Solidad , 876 Apel, Naomi , 644, 667, 668 Aldon, Gilles , 539 Apple, Michael , 45, 352

M. A. (Ken) Clements et al. (Eds.), Third International Handbook of Mathematics Education, 1065 Springer International Handbooks of Education 27, DOI 10.1007/978-1-4614-4684-2, © Springer Science+Business Media New York 2013 1066 Author Index

Appleby, Yvon , 222 Bakker, Arthur , 205, 212, 215, 216, 551, 554, Araújo, A. , 220, 224, 226 643, 644, 649, 660, 667, 668, 670, Araújo, Cláudia Roberta , 107, 108 675, 679–681 Araújo, J. L. , 118 Balacheff, Nicolas , 296, 583, 602, 621, 828 Arbaugh, Fran , 336, 416 Balatti, Josephine , 179 Arcavi, Abraham , 575, 620, 622 Baldino, Roberto R. , 73, 121 Arffman, Inga , 1018, 1031 Ball, Deborah , 121, 328–331, 364, 395, 399, Arias, Rosario Martinez , 873 400, 402, 419, 432, 466, 629–632, Arifi n, Achmad , 11 771, 815, 816, 821, 950 Arnold, Matthew , 953 Ballard, Keith , 90 Arnold, Stephen , 14 Banerjee, Rakhi , 963 Arnove, Robert F , 852 Bao, Jiansheng , 377–379, 382, 386 Arora, Alka , 150, 989, 1022, 1031 Bapoo, Abdool , 80, 81 Artelt, Cordula , 1027 Barabash, Marita , 697, 698 Artigue, Michèle , 303, 305, 306, 310, 313, Barbeau, Edward J. , 921 321, 447, 518, 539, 599, 602–605, Barber, Michael , 880 613, 630, 631, 762, 770, 907–909, Barbosa, Jonei Cerqueira , 119 917, 923–925, 928 Barkatsas, Anastasios , 743, 916 Artiles, Alfredo J. , 87 Barkatsas, T. , 402 Arzarello, F. , 49, 51, 281, 287, 574–576, 579, Barnard, Henry , 15 580, 587, 591, 592, 622, 699, 904, Baron, Georges-Louis , 89 910, 911, 918, 919 Baron, Stephen , 477 Asante, Molefi Kete , 841 Barrantes, H. , 912, 913 Ascher, Marcia , 112, 177, 529 Barrantes, Manuel , 333 Ascher, Robert , 112, 177, 529 Barrier, E. , 1012 Ash, Katie , 532 Barta, J. , 171, 179 Ashburner, John , 81 Bartolini Bussi, Maria G. , 77, 287, 534, Ashfi eld, Jean , 532 539–541, 553, 557, 573 Ashton, Helen S. , 731, 732 Barton, Angela Calabrese , 798, 902, 953 Asiala, Mark , 309 Barton, Bill , 53, 61, 106, 112, 121, 177 Askew, Janice M. , 1013 Barton, David , 222 Askey, Richard , 489 Baruch, Rachel , 697, 698 Asp, Gary , 744 Barwell, Richard , 51–53, 336 Assude, Teresa , 762 Bass, Hyman , 629, 631, 804, 904–906 Astala, Kari , 1030 Bassells, F. , 876 Atkinson, Robert D. , 969 Bassey, Michael , 403 Atweh, Bill, 74, 121, 173, 382, 693, 798, Bastable, Virginia , 963 800, 813, 818, 902, 907, 908, 911, Batanero, Carmen , 930 953, 968 Batarce, Marcelo Salles , 121 Ausejo, Elana , 806 Battey, Daniel , 89 Awtry, Thomas , 362 Battista, M. T. , 147, 574, 575, 577, 578, 586 Azevedo, A. , 220, 224, 226 Baudrillard, Jean , 50 Bauersfeld, Heinrich , 285, 291, 294, 295, 979 Baulac, Yves , 571 B Baumert, Jürgen , 336, 1027 Baccaglini-Frank, A. , 573 Bazzini, Luciana , 350, 364 Back, Jenni , 120 Beach, King D. , 210, 224 Bacon, Harold M. , 285 Beaton, Albert E. , 509, 954, 980, 987, 1012, Bacon , Lili, 375 1022, 1031 Bailey, David H. , 574 Beatty, Ruth , 699 Baker, David P. , 213, 798, 819, 820 Becker, Jerry , 30, 984, 995, 996 Baker, Elizabeth K. , 214, 217, 219, 221, 222, Becker, Richard A. , 646 234, 883 Bednarz, Nadine , 373–375, 381, 384, 385, 628 Bakhtin, Mikhail , 46 Beevers, Cliff E. , 731, 732 Author Index 1067

Beevers, J. , 731 Bigott, Luis , 348, 350 Begehr, Astrid , 849, 851 Biguenet, A. , 284, 286, 293 Begle, Edward G. , 26, 284, 288, 296, 297, Biklen, Sariknapp K. , 333 811, 812 Binet, Alfred , 18 Behr, Merlyn J. , 306, 307 Binkley, Marilyn , 737 Bejar, Isaac I. , 723 Binterová, Helena , 849 Bekdemir, Mehmet , 344 Birchal, T. S. , 130, 131 Belﬁ ore, Mary Ellen , 223 Birkhoff, Garrett , 285 Bell, Charles B. , 285 Bishop, Alan J. , 7, 9, 21, 33, 57, 71, 75, 79, Bellemain, Franck , 571 104, 106, 113–118, 146, 170, 171, Bellman, Richard E. , 285 177, 179, 210, 248, 266–268, Beman, William , 28 295–297, 402, 461, 572, 792, 805, Benavot, Aaron , 9, 11, 16 812, 817, 853, 916, 926, 928 Benjamin, Harold R. W. , 9 Björnssen, Julius , 735, 737 Benke, Gertraud , 382 Bjuland, Raymond , 371, 408 Benn, R. Roseanne , 209, 210 Black, Laura , 52, 468, 556 Bennett, Colin J. , 1009, 1019–1021, Black, Max , 551 1023–1025, 1032, 1033, 1035 Black, Paul J. , 724, 747 Bennett, Randy Elliot , 736 Black, Stephen , 223, 225 Bennison, Anne , 630, 632 Blainey, Geoffrey , 842 Ben-Yehuda, Miriam , 316 Blanco, García M. , 932 Ben-Zvi, Dani , 644, 645, 649, 651, 653, Blanco, Lorenzo J. , 333, 873 667, 668, 670, 671, 675, 679, 680, Blanton, Maria , 473, 573 682, 952 Blessing, Axel M. , 773 Berger, Margot , 293 Block, Jeanne Humphrey , 19 Berger, Peter , 45 Bloem, Simone , 839 Berglund, Lars , 528 Blömeke, Sigrid , 21, 845 Bergsten, Christer , 42–44 Blomhøj, Morten , 930, 931 Berliner, David C. , 72, 453 Blum, Werner , 336, 550, 551, 557, 880, 920, Berman, Edward H. , 852 960, 1014 Berman, Simon L. , 531 Blume, Glendon W. , 540, 599, 601, 602, 628, Bernáldez, M. , 762 629, 631 Berne, Jennifer , 437 Blumer, Herbert , 45 Bernet, Thé , 911 Blunden, Andy , 553 Bernstein, Basil , 45, 104, 127, 128, 213, 311, Boal, Augusto , 713 312, 314, 553 Boaler, Jo , 57, 109, 115, 116, 120, 205, Berry, J. M. , 76, 83, 709 468, 470 Berry, Robert Q. , 76 Bobis, Janet , 399, 409, 917 Bers, Lipman , 285 Boero, Paolo , 575, 583, 914 Bertrand, Lorna , 839 Boerst, Timothy , 147 Bessot, Annie , 17, 437 Bogdan, Robert C. , 333 Beyer, Landon , 866 Bohl, Jeffrey V. , 464, 474 Bhanot, Ruchi , 519 Bohl, Thorsten , 1030 Bharucha, Jamshed , 965 Böhm, Josef , 599, 616 Bhattacherjee, Anol , 654 Boiron, Marika , 839 Bianchi, Leonard J. , 1012 Bond, M. , 207, 223, 224, 226 Bibby, Tamara , 59 Boneh, Tal , 735 Biber, George Edward , 15 Bonﬁ l, Guidlermo , 346 Bicudo, Maria A. V. , 217, 219 Bonne, Linda , 402 Biddy, Tamara , 176, 181, 192, 195 Bonnet, Gabrielle , 863 Bidwell, James K. , 1010 Boohan, Richard , 662 Biehler, Rolf , 296, 644, 645, 647–651, Boon, Marko , 745 656–658, 660, 663, 667, 671, 672, Boon, Peter , 592, 769 674–676, 680, 934 Boondao, Sakorn , 218–219, 234 1068 Author Index

Boorstin, Jon , 712, 713 Brown, Raymond , 171, 741, 742, 764 Booth, Shirley , 578 Brown, Sally A. , 405 Borba, Marcelo C. , 113, 121, 177, 287, 592, Brown, Tony , 49, 57, 120, 203, 221, 459, 464, 696, 699, 701–703, 706–708, 467, 469, 470, 765 711–714, 798, 844, 902, 953 Brownell, William A. , 10, 17, 19, 31 Borda, Orlando Fals , 346–348 Bruckheimer, Maxim , 575 Bordo, Susan , 476, 477 Bruner, Jerome S. , 22, 23, 103, 115, 284, 292, Borel, Émile , 29, 286, 535, 540 293, 434, 552, 806 Borgioli, Gina M. , 87 Brunner, Martin , 336 Borgonovi, Francesca , 839 Bruns, Barbara , 12, 13 Boruch, Robert , 830 Bryans, Martha B. , 472 Borwein, J. David B. , 574 Bshouty, Daoud , 181 Bosch, Marianna , 117, 118, 313 Buchberger, Bachmair B. , 602 Bosley, Jennifer H. , 631, 632 Buerk, Dorothy , 222 Bottani, Norberto , 860 Buisson, Ferdinand , 904 Bottge, Brian , 736 Bukarau, Jared , 382 Bourbaki, Nicolas , 308, 309 Bull, Rebecca , 79 Bourdage, Nicole , 375 Bulmer, Michael , 745 Bourdieu, Pierre , 45, 104, 127, 128 Bunar, Nihad , 839 Bowen, A. , 327–328 Burghes, David , 1014 Bowers, Janet , 115, 658 Búrigo, Elisabete Zardo , 808 Boyask, Ruth , 477 Burkhardt, Hugh , 551, 952 Boylan, Mark , 337 Burnham, William H. , 17, 18 Braams, Bastian J. , 487 Burrill, Gail , 644, 645, 671, 675, 930 Bracey, Gerald W. , 245, 253, 862 Burstein, Leigh , 838, 1012 Bradburn, Norman M. , 954 Burton, Leone , 124, 210, 331, 347 Brady, Kate , 173 Burton, Warren , 531 Braga, S. M. , 109 Bussi, Bartolini Maria G. , 77, 287, 534, Brantlinger, Andrew M. , 184 539–541, 553, 557, 573 Braun, Henry , 839 Buswell, Guy T. , 17, 31 Breaux, G. A. , 758 Buteau, Chantal , 762 Breen, Chris , 49, 346, 400–402, 439, 914 Butts, R. Freeman , 530 Breiteig, Trygve , 371, 408 Buxton, Laurie , 210 Brenner, Margaret E. , 111, 171, 172 Brenner, Margaret W. , 18 Brickman, William , 799, 802 C Bright, George W. , 336, 436 Cabral, Tania C. , 73 Brinek, Gertrude , 1013 Cahalan, Cara , 736 Brito, Arlete de Jésus , 808 Cahnmann, Melissa S. , 179 Britt, Murray S. , 963 Cai, Jinfa , 153, 465, 473, 949, 950, 958, 961, Britton, Edward D. , 988, 1012 963–966, 969 Britzman, Deborah , 46, 477 Cairn, William D. , 862 Brock, William H. , 27, 535 Cajori, Florian , 17, 292, 531 Bromme, Rainer , 364 Cakir, Murat Perit , 705, 708 Brooks, Edward , 18, 25 Calder, Nigel , 767 Brossard, Alain , 104 Callingham, Rosemary A. , 679, 745 Brousseau, Guy , 4, 33, 117, 208, 295, 296, Campbell, Stephen , 321 396, 431, 433, 438, 440, 442, 444, Campedelli, Luigi , 284, 286, 293 451, 453, 918 Campos, Celso R. , 183 Brown, Annette M. , 56, 57, 556 Canady, Herman George , 103 Brown, Gordon , 961 Cannon, Joanna , 150 Brown, John Seely , 115 Cantoni, Gina , 170 Brown, L. , 345, 439, 449 Cantoral, Ricardo , 348 Brown, Margaret , 205 Carlsen, Martin , 52 Author Index 1069

Carnoy, Martin , 852, 1009, 1015, 1020 Christiansen, Bent , 285, 289, 291, 295, 296, 956 Carpenter, Thomas P. , 436 Christiansen, Iben M. , 53, 120 Carr, Wilfred , 404, 450 Christie, Michael J. , 259 Carraher, David W. , 104, 107, 154, 172, 179, Christou, Constantine , 575 205, 209, 211 Chronaki, Anna , 53, 56, 120, 121 Carraher, Terezhinha N. , 107, 296 Chrostowski, Stephen J. , 989, 1014, 1022, Carreira, Susana , 109, 185–187, 218, 224 1028, 1031 Carrillo, Sandra , 863 Chui, Angel Miu-Ying , 156, 158, 160 Carter, Glenda , 473 Churchhouse, Robert F. , 287, 694, 757 Carter, Kevin , 339 Cirade, Gisèle , 784 Caruso, J. Borreson , 695 Cirillo, Michelle , 52, 53, 369, 380, 383, 384 Carvalho, Amelia , 756 Civil, Marta , 79, 115, 172, 179, 180, 188, 192, Carver, Robert P. , 739 204, 219, 346 Casassus, Juan , 1015 Clandinin, D. Jean , 339, 952 Cassundé, Maria A. , 107 Clark, Stacy , 181 Castells, M. , 714, 715 Clarke, Barbara , 402, 409, 916, 952 Castelnuovo, E. , 284, 286, 293 Clarke, David J. , 21, 72, 120, 149, 155–159, Castro, Manuel , 863 161, 409, 412, 444, 445, 459, 466, Cavanagh, Michael , 436 467, 470, 476, 487, 509, 847, 848, Cazes, Claire , 699, 730, 763 851, 852, 862, 867, 976, 977, 984, Cedillo, Tenoch , 621 985, 995, 1003 Cekmez, Erdein , 575 Clarke, Doug M. , 952 César, Margarida , 146, 171 Clarkson, Phillip C. , 21, 80, 113, 115, 693, Chambers, Donald L. , 1024 694, 696, 699, 798, 800, 813, 818, Chambers, John M. , 646 902, 907, 908, 911 Chan, Yip Cheung , 572 Clark-Wilson, Alison , 632, 746, 969 Chance, Beth L. , 644, 648, 649, 651, 675, 740 Claro, Susana , 519 Chang, Peichin , 52 Clason, Robert G. , 1010 Chantarasonthi, U-Savadee , 218–219, 234 Clay, Ellen , 701 Chaplin, George , 130 Clements, M. A.(Ken) , 10, 13–17, 21, 27, 29, Chapman, Chris , 695 31, 57, 266, 267, 292, 296, 396, Chapman, K. , 259 410, 411, 531, 572, 811, 812, 837, Chapman, Olive , 327, 341, 394, 405, 449 838, 840–842, 852, 853, 916 Charles, Elizabeth S. , 705 Clements, Niccolina , 839 Charlot, B. , 806 Clerc, Benjamin , 772 Chatterji, Madhabi , 1018 Clycq, Noel , 106 Chazan, Daniel , 466, 628 Coballes-Vega, Carmen , 366 Cheah, Ui Hock , 861 Cobb, George W. , 644, 645, 740 Chen, S. , 884 Cobb, Paul , 42, 54, 115, 118, 146, 147, 153, Cheng, Yin Cheong , 467 176, 249, 267, 401, 409, 494, 551, Cheung, Wai Ming , 467 553, 558, 560, 658, 778 Chevallard, Yves, 117, 118, 313, 321, 434, 784 Coben, Diana , 204, 205, 207, 208, 214, Chew, Cheng Meng , 258 215, 217, 219, 221, 222, 226, 232, Chiappini, Giampaolo P. , 626 234, 728 Chick, Helen L. , 725, 735, 963 Coburn, Cynthia , 509 Chiew, Chin Mon , 415 Cochran-Smith, Marilyn , 384, 404, 439 Childs, Carla P. , 104 Cockburn, Ann , 344–345 Chinnappan, Mohan , 341, 631, 632, 698 Cockroft, Wilfred H. , 958 Chiu, M.-H. (Ming) , 888 Codes, M. , 884 Chodkiewicz, Andrew , 219, 226 Coe, Michael D. , 529 Chokshi, Sonal , 150 Cogan, Leland S. , 19, 20, 838, 983, 1012 Choong, K. F. , 257 Cohen, David K. , 465, 469, 771, 950 Choppin, Jeffrey , 53 Cohen, Patricia Cline , 31, 207, 531, 799 Choquet, Gustave , 284, 286, 292, 293, 805 Colburn, Warren , 15, 16 1070 Author Index

Cole, Michael , 76, 77, 103, 104, 107, 109, D 123, 212, 473, 566 Da Rocha Falcão, J. T. , 107, 108 Coleman, David , 1018 Daher, Wajeer , 519 Coles, Alf , 345, 439 Daly, Alan J. , 507, 508 Collins, Allan , 115 D’Ambrosio, Beatrice , 338 Collins, Patricia Hill , 45 D’Ambrosio, Ubiratán , 73, 74, 104, 111, 112, Colwell, Dhamma , 205 121, 147, 154, 177, 178, 205, Comiti, Claude , 17 209–211, 248, 251, 291, 295, 296, Confrey, Jere , 147, 401, 494, 550 792, 808, 928 Connell, Raewyn , 469 Damerow, Peter , 8, 9, 295, 805, 926, 928, 968 Connell, William , 25 D’Amico, Sabrina , 1019 Connelly, F. Michael , 339, 952 Dana-Picard, Thierry , 572, 621 Connelly, Julianne , 818 Daniels, Harry , 54 Conner, Anna Marie , 576 Darling-Hammond, Linda , 950 Cooks, Jamal , 189 David, Maria M. , 120, 121 Cooney, Thomas J. , 330, 1012, 1025 Davidenko, Susana , 179 Cooper, Barry , 127, 128, 178 Davidson, Michael , 839 Cooper, Patricia , 394, 806 Davidson, P. S. , 530, 536 Coray, Daniel , 798, 905 Davis, Brent , 51, 60 Corbin, Juliet M. , 333, 353 Davis, Ernest Kof , 179 Cordasco, Francesco , 530 Davis, Gary , 608 Cordy, Michelle , 707, 708 Davis, Joy C. , 31, 809 Corey, Douglas L. , 382 Davis, Jon D. , 342 Cornu, Bernard , 287, 756, 757 Davis, Philip J. , 52, 349, 468, 556 Cortes, Viviana , 51 Davis, Robert B. , 362 Cosgrove, Jude , 839 Davydov, Vasily V. , 554–556 Cossentino, Jacqueline , 536 Dawes, Mark , 771 Costa, W. G. , 112, 125 Dawson, Sandy , 396 Costilla, R. , 863 Day, Christopher , 471 Cottrill, Jim , 309 de Abreu, Guida , 54, 114, 115, 146, 147, 154, Coulange, Lalina , 437 170, 171, 179 Coupland, Mary , 124 de Andalucía, Junta , 877 Coupland, Nikolas , 315 De Andrade, S. , 58, 59 Couture, Christina , 375 de Costra, R. M. , 575 Coxford, Arthur F. Jr. , 1023 De Freitas, Elizabeth , 52, 53, 57, 477 Cramer, Kathleen , 306, 307 De Geest, Els , 773 Crawford, Kathryn , 364, 400 de la Villa, Augustin , 620 Creemers, Bert , 364 De Lange, Jan , 26, 466, 981 Crespo, Sandra , 343 De Moor, Ed. W. A. , 292 Cresswell, John W. , 333, 334, 339, 839 De Silva, G. V. S. , 346 Crinion, Jenny T. , 81 de Villiers, Michael , 574–576, 582 Croon, Lucille , 72 Deaktor, Rachael , 875 Cross, Adney E. , 808 Dean, Chrystal , 778 Crosswhite, F. Joe , 1012, 1025 DeBell, Matthew , 695 Cryer, Jonathan D. , 651 Debien, Josianne , 366 Csapo, Beno , 839 DeBlois, Lucie , 336, 394 Cuban, Larry , 951 DeBoer, George E. , 507 Cubberley, Ellwood P. , 10 Defoe, Tracy A. , 223 Cuevas, Peggy Dickinson , 875 Delgado, Lorenzo M. , 884 Cuisenaire, E.G. , 536 delMas, Robert C. , 645, 675 Cuoco, Al , 628 Delors, Jacques , 13 Curbera, Guillermo P. , 833 delos Santos, Alan , 631, 632 Cusato, Sandra , 1015 DeLuca Fernandez, Sonia , 84, 87 Cussó, Roser , 1019 Demana, Franklin , 539 Author Index 1071

Derrida, Jacques , 50 Duval, Raymond , 574, 605 Derry, Jan , 667, 679, 680 Dyson, Alan , 87 Descartes, René , 352 Desgagné, Serge , 375 Desrosiers, C. , 342 E Devine, N. , 465 Eaton, Jonathan , 1018 Dewey, John , 24, 26, 706 Ebbutt, David , 333 Di Bucchianico, Alessandro , 745 Edwards, Laurie , 49, 51, 699 Diaconis, Percy , 647 Edwards, Michael Todd , 602 Dick, Thomas P. , 600, 631 Efron, Bradley , 647 Dienes, Zoltan Paul , 22, 23, 293, 307, 536 Ehrenfeucht, Aniela , 807 Dieudonné, Jean , 284, 286, 292, 293 Eisenberg, Michael B. , 695 Díez-Palomar, Javier , 219 El Sawi, Mohamed , 808, 809 Dilger, Bernadette , 873, 1028 Ellemor-Collins, David , 85 DiSessa, Andy A. , 401, 679 Ellerton, Nerida F. , 14–17, 21, 27, 29, 256, Dixon-Román, Ezekiel , 56, 75 292, 531, 811, 812, 827, 837, Doerr, Helen , 306, 307, 558 840–842, 845, 848, 852, 853 Dohrmann, Christian , 773 Elliott, Julian G. , 403, 729, 1019 Doig, Brian , 148 Ellis, Amy B. , 466 Doku, Philip Atteh , 809 Ellison, Nicole B. , 695 Dolciani, Mary P. , 531 Ellsworth, Elizabeth , 46 Domite, Maria de Carmo , 217, 219 Ely, Robert , 303, 305 Donne, Julie , 666, 667 Emanuelsson, Jonas , 149, 155, 157, 160, 161, Donoghue, Eileen F. , 802, 821, 833 847, 850, 852 Donovan, M. Suzanne , 512 Emerson, George B. , 16 Doorman, L.Michiel , 30, 592, 658, 769 Enders, Craig K. , 875 Dorier, Jean-Luc , 935 Engel, Arthur , 287 Dossey, John A., 1009, 1012, 1018, 1024, 1025 Engelbrecht, Johann , 697, 699, 701, 708, Douady, Régine , 433 714, 928 Dowker, Ann , 86 Engeström, Yrjö , 44, 210, 212, 555, 558 Dowling, Paul , 45, 56, 57, 121, 125, 127, 128, English, Lyn D. , 42, 57, 296, 303, 304, 307, 187, 330 312, 321, 397, 398, 936 Down, Phu , 850 Ensor, Paula , 54, 56 Drake, Corey , 338 Erberber, Ebru , 150, 989, 1022, 1031 Drake, Pat , 56, 57 Erez, Michael M. , 577 Dreyfus, Tommy , 157, 831, 952 Erickson, Fredrick , 328, 333, 345 Drijvers, Paul , 564, 572, 592, 599, 602, 608, Ericsson, K. Anders , 159 609, 612, 613, 738, 740, 753, 763, Ernest, Paul , 56, 104–106, 121, 124, 125, 764, 766, 768–770 130, 184, 210, 246, 247, 330, 710, Dubet, François , 122, 123, 127, 131 818, 819 Dubinsky, Ed , 309 Ernie, K. , 648 Duckworth, Eleanor , 92 Ertl, Hubert , 873, 876, 879, 1018, 1028 Dufour-Janvier, Bernadette , 375 Esmonde, Indigo , 179 Duggan, Mary Anne , 698 Estrella, Gucci , 519 Duguid, Paul , 115 Etterbeck, Wallace , 156, 158, 160 Duit, Reinders , 880 Evans, Jeff , 50, 76, 109, 203, 204, 209, Duncan, Allan G. , 626, 633 210, 212, 213, 218, 220–222, Dunkel, Harold B. , 26 224–226, 232 Dunkley, Merv E. , 8, 805, 968 Evans, Juliet , 839 Dunne, Diane Weaver , 878 Evans, Michael , 631 Dunne, Máiréad , 127, 128 Even, Ruhama , 364, 394, 396, 400, 402, Durand-Guerrier, Viviane , 919 419–421 Durkheim, Émile , 44 Everson, Michelle G. , 644, 652 Dussel, Enrique , 346 Eysenck, Michael W. , 732 1072 Author Index

F Foucault, Michel , 46, 474 Fairclough, Norman , 46, 170, 173 Fowler, Frances C. , 507 Fan, Lianghuo , 466, 473, 965 Foy, Pierre , 150, 989, 1022, 1031 Fan, Y. , 378, 386 Frackowiak, Richard S. , 81 Faragher, Rhonda , 561, 633 Frade, Cristina , 101, 108, 109, 113–117, 120 Faria, D. , 113, 114 Franci, Raffaella , 14, 15 Farsi, Daryoush , 536 François, Karen , 32 Fasanelli, Florence , 915 Franke, Megan L. , 336, 436 Fauvel, John , 915 Frankenstein, Marilyn , 72–74, 112, 115, 121, Favilli, Franco , 146, 181 183, 184, 210, 248, 251 Fehr, Henri , 280 Frant, Janete B. , 575 Feiman-Nemser, Sharon , 436 Fraser, Rosemary , 952 Feldman, Allan , 346, 364, 368, 382 Frederickson, Ann , 667, 679 Félix, Lucienne , 284, 911 Freeman, R. Edward , 365 Fennema, Elizabeth , 124, 245, 336, 436, 464 Freilich, Julius , 531 Fenstermacher, Gary D. , 399 Freire, Paulo , 11, 210, 346, 348 Fernandes, Anna Paula , 78, 92, 220, 224, 226 Freudenthal, Hans , 30, 285, 288, 461, 540, Fernandez, Clea , 150, 375, 376, 382, 414 550, 558, 679, 805, 817, 862, 979 Ferrara, Francesca , 699 Fried, Katalin , 807 Ferreras, Villanueva , 873, 877 Fried, Michael N. , 303, 305, 849 Ferri, R. Borromeo , 550, 557 Friedkin, Shelley , 883 Ferrini-Mundy, Joan , 486, 489, 758, 862, 879 Friedlander, Alex , 767, 952 Fey, James T. , 287, 599, 602, 628, 629, 806 Friedman, Thomas L. , 957 Fiddes, David , 731 Friel, Susan N. , 667 Fielding-Wells, Jill , 682 Froebel, Friedrich , 534–536 Fierro, Cecilia , 350 Froemel, Juan Enrique , 1015 Figazzolo, Laura , 1034 Fromm, Erich , 45 Figueroa, M. , 878, 879 Frost, Laurie A. , 124 Fink, Karl , 15 Frykholm, Jeffrey A. , 336 Finnigan, Kara S. , 507, 508 Fuglestad, Anne Berit , 371, 408, 447, 780, 781 Finzer, William F. , 650, 654–656 Fuhrmann, Susan H. , 490 Fischbein, Efraim , 293, 294, 913 Fukisawa, Rikitaro , 834, 835 Fischer, Hans E. , 873 Fukuyama, Yoshihiro Francis , 820 Fitzallen, Noleine , 632, 666 Fullan, Michael , 363, 472 FitzSimons, Gail E. , 113, 115, 204, 208, 209 Furinghetti, Fulvia , 273, 279–281, 287–290, Fletcher, Trevor J. , 284, 286, 293 798, 801, 834, 835, 904–906, Floden, Robert E. , 486 910, 911 Flores, Alﬁ nio , 652 Florio, S. , 345 Flynn, Peter , 741, 744, 745 G Folinsbee, Sue , 223 Gadamer, Hans-Georg , 170 Folta, Elizabeth , 705 Gadanidis, George , 700, 703, 707–709, Fong, Ng Swee , 1032 711–713 Fonseca, Maria C. F. R. , 112, 213, 217, 219, Gaisman, Maria Trigueros , 591 225, 756 Gal, Iddo , 208, 228, 229, 644, 645 Foong, P. Y. , 887 Galant, Jaamiah , 54, 56 Ford, Donna Y. , 106, 126 Galbraith, Peter L. , 120, 550, 551, 557, 920, 960 Ford, Timothy G. , 485 Galia, Joseph , 150, 1022, 1031 Forgasz, Helen J. , 71, 74, 75, 79, 124, 245, Gallagher, Ann , 736 402, 630–632, 743, 762, 798, Gallannaugh, Frances , 87 916, 917 Galligan, Linda , 118 Forman, Ellice , 77, 315, 316 Gallimore, Ronald , 156, 158, 160, 881, 983 Forsten, Char , 884 Gallo, Melina L , 223 Fortoul, Bertha , 350 Gallos, Florenda Lota , 21, 149, 412, 850 Author Index 1073

Gamerman, Ellen , 152 Givvin, K. B. , 156, 158, 160, 880, 881 Gamoran, Adam , 1034 Glas, Eduard , 27 Garcia, A. , 620 Glaser, Barney G. , 333 Garcia, Eugene E. , 80 Glaymann, Maurice , 280 Garcia, F. , 620 Glevey, Kwame E. , 126, 127 Garcia, Ronald , 480 Glick, Joseph A. , 109 Garden, Robert A. , 838, 951, 957, 979, 981, Goba, Busi , 850 989, 1012, 1014, 1022, 1028, 1031 Godfrey, David , 607, 608 Gardner, Howard , 104, 105, 706, 965 Goetz, Judith P. , 333 Garegae, Kgomotso Gertrude , 256, 257, 260 Goffmann, Erving , 45 Garfi eld, Joan , 644, 645, 649, 651, 652, Goldenberg, Michael Paul , 464, 465 675, 740 Goldstine, Harvey H. , 539 Garfi nkel, Harold , 45 Gomes, Nilma Lino , 106 Garnier, Helen , 156, 158, 160 Gómez, Pedro , 348, 861, 873, 874, 891 Garuti, Rossella , 575 Gonzales, Patrick , 156, 158, 160, 992, 993 Gascón, J. , 117, 118, 313 Gonzalez, Eugenio J. , 954, 1014, 1022, Gates, Peter , 8, 9, 126, 127, 508, 511, 586 1028, 1031 Gattegno, Caleb , 284, 286, 292, 293, 536 González, Martinez , 884 Gay, Geneva , 90 Gonzalez, Patrick , 878 Gay, John , 109 Gonzalez, René , 80 Geach, Russell , 1014 Gonzalo, Ignacio , 1012 Geary, D. , 85 Good, Richard, A. , 599, 602, 628, 629 Gebre, Alemayehu H. , 213 Goodchild, Simon , 371, 373, 402, 404, 408 Gebremichael, A. , 480 Goos, Merrilyn , 120, 439, 449, 473, 561, Gee, J. P. , 114, 170 630, 632 Geertz, C. , 104 Gooya, Zahra , 393, 398, 411, 412, 416, Geiger, V. , 561, 633, 699, 707 421, 844 Geist, P. K. , 464 Gorgorió, Nuria , 81, 106, 115, 121, 170, 171, Gelis, J.-M. , 626 179, 186 Gellert, Uwe , 44, 55, 61, 177, 184, 327, 336, Gough, Noel , 798, 902, 953 337, 349, 352, 419, 926 Gould, Peter , 409 Gerber, Sue , 697, 699 Gould, Robert , 644 Gerdes, Paulus , 74, 113, 211, 295, 805, Gould, Stephen Jay , 103 926, 928 Gouseti, Anastasia , 503 Gervasoni, Ann , 84, 86, 93 Gouzévitch, Dmtri , 538 Gholson, Maisie L. , 247, 248 Gouzévitch, Irina , 538 Giacardi, Livia , 29, 279, 281, 287, 289, 290, Graeber, Anna , 806 904, 910, 911 Graf, Klaus D. , 153, 160, 810, 820, 836, 960, Gierl, Mark J. , 488, 1024 985, 997, 998 Gifford, Sue , 85 Graham, Alan , 605 Gigerenzer, Gerd , 215, 234 Gramsci, Antonio , 45 Gil, Einat , 644, 667, 668 Graña, José , 873 Gil, Guillermo N. , 1018 Granger, Robert C. , 510 Gil, J. , 333 Grant, Carl A. , 88 Gil, Ignatio N. , 782 Grant, Timothy , 736 Gilford, Dorothy M. , 954 Gravemeijer, Koeno P. E. , 30, 118, 396, 550, Gillborn, David , 106, 126 551, 592, 649, 658, 769, 806 Gillespie, John , 230 Graven, Mellony , 119, 968 Ginsburg, Alan , 885, 893 Graves, Barbara , 439 Ginsburg, Herbert P. , 86 Graves, Frank P. , 15 Ginsburg, Margery B. , 9 Gray, Eddie M. , 608 Giri, Jason , 604, 629 Greaney, Vincent , 1014, 1015 Giroux, Henry A. , 349 Greene, Charles E. , 10, 17, 19 Gispert, H. , 798 Greenfi eld, Patricia M. , 104 1074 Author Index

Greenhough, Pamela M. , 90 Hall, Jennifer , 667 Greeno, James G. , 109, 115, 120 Halliday, Michael , 46, 50, 51 Greenwood, Davydd J. , 92, 346 Halmos, Mfi ria , 807 Greer, Brian , 74, 75, 105, 121, 312 Hameyer, Uwe , 951 Gregory, Kelvin D. , 988, 1014, 1022, 1028, 1031 Hammer, David , 679 Grek, Sotira , 232, 1018–1020, 1030 Hancock, Chris , 648, 658 Grevholm, Barbro , 124, 371, 408, 920, 931 Hanley, Una , 57, 58 Grier, Kevin , 1020 Hanna, Gila , 277, 289, 551, 574, 814, 906, 920 Grier, Robin , 1020 Hannah, John , 629 Griffi n, Patrick , 76 Hannula, A. , 219 Griffi th, Jeanne E. , 954 Hannula, Markku S. , 120 Griffi ths, H. Brian , 284 Hansen, Barbara A. , 509 Griffi ths, Rachel , 16 Hansen, Eric G. , 734 Grimison, Lindsay , 16, 841 Hansen, Hans C. , 29 Grisay, Aletta , 839 Harding, Ansie , 697, 699, 701, 708, 714 Grosjean, François , 80 Harding, David , 13 Groulx, Lionel , 105 Harding, Kelly J. , 346, 347 Grouws, Douglas A. , 266, 296 Harel, Guershon , 248, 306, 307, 530, 605 Grove, Myrna J. , 10 Hargreaves, David H. , 471 Gruber, Karl Heinz , 873 Hargreaves, M. , 735, 736 Grugeon, Brigitte , 778, 782 Harjunen, Elina , 1030 Grugnetti, Lucia , 911 Harkness, Shelly S. , 338 Gu, Quing , 471 Harlos, Carol Ann , 697, 699 Guala, Elda , 583 Harradine, Anthony , 628, 659, 666, 679 Guberman-Glebov, Raisa , 697, 698 Harré, Rom , 46 Gueudet, Ghislaine , 572, 699, 772, 775, 781, Harries, Tony , 178, 960 782, 893 Harris, Mary , 56, 57 Guile, David , 551 Harris, Pam , 21, 259 Guin, Dominique , 287, 305, 599, 603, 621, Hart, Juliet E. , 875 631, 632 Hart, Laurie C. , 334, 344, 364, 375, 377, 415 Gunawardena, A. J. , 810 Hartono, H. , 414 Gurtner, Jean-Luc , 623 Hasan, Ruqaiya , 46 Guskey, Thomas R. , 409 Hasenbank, Jon , 603 Gustafsson, Lars , 208 Haslina bte Hj Mahmud , 410 Gutierrez, Angel , 575, 699, 914 Hassi, Marja-Liisa , 219 Gutiérrez, Rochelle , 56, 70, 73, 75, 76, 84, Hatano, Giyoo , 399 88, 106 Hattie, John A. , 363, 734 Gutstein, Eric , 74, 90, 186–188 Hattori, Katsunori , 882 Guven, Bilgehan , 575 Hau, Kit-Tai , 958, 966 Gvozdenko, Eugene , 725, 732, 733, 735 Hauser, Peter C. , 79 Hautamäki, Airi , 1030 Hautamäki, Jarkko , 254, 260, 1030 H Hayter, John , 23 Habermas, Jürgen , 45, 349 Hazin, I. Falcão , 108 Hache, S. Bastien , 772 He, X. , 378 Hadas, Nurit , 572, 575, 952 Head, Alison J. , 695 Hadi, Sutarto , 414 Healy, Lulu , 69, 78, 92, 93, 572, 575, 776, Hagège, Claude , 81 780, 781 Hager, Paul , 209 Heater, Brenda , 339 Häggström, Johan , 930, 931 Hegedus, Stephen J. , 52, 599, 626, 776 Hahn, Corinne , 218, 220, 223, 226 Heiberger, Richard M. , 651 Haines, Christopher R. , 557 Heid, M. Kathleen , 247, 248, 540, 597, Halinen, Irmeli , 1030 599, 601, 602, 623, 624, 626, 628, Hall, Carol , 215, 728 629, 631 Author Index 1075

Heinz, Karen , 464 Hokstad, Leif Martin , 519 Henn, Hans-Wolfgang , 550, 551, 920, 960 Holcomb, John P. , 644, 740 Hennessy, Sara , 768 Holder, Deborah , 214, 217, 219, 221, 222, 234 Henningsen, Inge , 225 Hole, B. , 763 Herbel-Eisenmann, Beth A. , 51–53, 369, 371, Holland, Dorothy , 551 380, 382–384, 386 Hollar, Jeannie C. , 602 Herber, George Mead , 45 Hollebrands, Karen Flanagan , 572, 575, 576, Herbert, Carrie , 404 599, 631, 644, 699 Herbert, Sandra , 604, 629 Holliday, Amanda , 91 Herbst, Patricio G , 42, 52, 574 Hollingsworth, Hilary , 156, 158, 160, 848, Hernández, Rosa Becerra , 327 851, 881 Hernandez-Martinez, Paul , 52, 468, 556 Holman, Henry , 15 Hernandez-Sánchez, M. , 763 Holton, Derek , 518, 628 Herrera, Tony A. , 697–699 Homer, Matthew , 723, 735, 736 Hersant, Magali , 699 Homse, Lucas Correa , 187, 191, 192 Hersh, R. , 349 Hong, Ye Yoon , 604, 630–632 Hershkowitz, Rina , 157, 572, 575, 831, Honig, Meridith I , 509 914, 952 Hoon, Seah Lay , 850 Hiebert, James , 146, 150, 155, 156, 158, 160, Hoover, Matthew , 763 411, 412, 414, 436, 819, 838, 840, Hopmann, Stefan T. , 1013 848, 851, 878, 881–883, 983, 984, Hopp, Carolyn , 124 992, 993 Horkheimer, Max , 45 Higgins, Steven , 532 Horstman, Theresa , 708 Higgins, T. L. , 667, 680, 681 Horton, Nicholas J. , 671, 675, 679 Higginson, William , 710 Horwood, John , 10, 13, 16, 17, 840, 841 Hill, Heather C. , 395, 629, 631 Hošpesova, Alena , 118, 382, 849 Hillel, Joel , 623 Houang, Richard T. , 489, 838, 1012 Hino, Keito , 464, 849 Hough, Sarah , 341 Hirsch, Donald , 839 Hourbette, Danièle , 89 Hivon, Laurent , 699, 767, 770 Houssart, Jenny , 225 Hjh Rosmawati bte Hj Abu Bakar , 410 Howson, Geoffrey , 276, 282–284, 287, 289, Hjh Rozaimah bte Hj Abdul Wahid , 410 292, 294, 460, 757, 801, 805, 806, Hjh Tini bte Hj Sani , 410 828, 846, 904, 946, 950, 952, 954, Hjh Haﬁ zah bte Hj Salat , 410 956, 960 Hjh Kamsiah bte Hj Ismail , 410 Hoya, S. , 620 Hjh Mardiah , 410 Hoyles, Celia , 56, 57, 205, 212, 215, 216, 396, Hjh Ramnah bte Pg Hj Abdul Rajak , 410 486, 502, 511, 518, 543, 551, 554, Hjh Shimawati , 410 560, 572, 575, 590–592, 602, 644, Hjh Yunaidah bte Hj Yunus , 410 667, 694, 696, 699, 767, 770, 969 Hjh Zarinah bte Hj Jamudin , 410 Høyrup, Jens , 14, 15 Hoang, Van Sit , 20 Hua, Yinchin , 537 Hobart, Michael E. , 529 Huang, Rongjin , 158, 377–379, 382, 386, 849 Hodge, Lynn L. , 146, 153 Huberman, A. Michael , 333 Hodge, Rachel , 222 Huckstep, Peter , 395 Hodgson, Bernard R. , 274, 798, 812, 904–909, Hughes, Janet , 707–709, 711–713 917, 934 Hughes, R. Martin , 90 Hodgson, Thomas , 603 Hull, Glynda , 223 Hodkinson, Phil , 209 Hunkin-Finau, Salusalumalo S. , 260 Hoehn, L. , 615 Hunt, D. Neville , 651 Højgaard, Tomas , 991 Hunter, Judy , 223 Hofmann, T. , 644 Hunter, Robert , 413 Hogan, Bob , 884 Huntley, Ian , 830 Hogan, Maureen P. , 181 Hurd, Jacqueline , 415, 418, 882 Hohenwarter, Marcus , 771 Hurford, Amy , 308, 557 1076 Author Index

Husén, Torsten , 244, 792, 794, 837, 862, 979, Jarvin, Linda , 536, 537 987, 1011, 1022 Jarvis, Dan , 778, 782 Husman, Jenefer , 698 Jaworski, Adam , 315 Husserl, Edmund , 45 Jaworski, Barbara , 91, 120, 328, 364, Hutcheson, Graeme , 468 371–373, 381, 383, 385, 393, 394, Hutchison, Dougal , 1033 400–406, 408, 414, 417, 419, 421, Hutton, B. Meriel , 215, 728 440, 918, 919 Huzzard, Tony , 54 Jeeves, Malcolm A , 307 Hwang, Jun , 1026–1027 Jenkins, Michael , 575, 577 Hyde, Janet S. , 124 Jennings, Todd , 88 Hymes, Dell , 345 Jensen, Jens H. , 991 Jeronnez, Louis , 536 Jiménez-Molotla, Jesús , 760 I Jockusch, Elizabeth , 362 Idris, Yazid , 695 Johnson, Erin P. , 531 Ikeda, Miyako , 839 Johnson, Martin L. , 91, 551 Ilavarasan, P. Vigneswara , 693 Johnson, R. Burke , 334 Illeris, Knud , 221, 222 Johnston, Bill , 205, 219, 226 Inagaki, Kayoko , 399 Johnston-Wilder, Sue , 605, 757, 765 Ingram, Naomi , 120 Jones, Doug , 962 Ingvarson, Lawrence , 252 Jones, Graham A. , 839, 962, 1036 Inprasitha, Maitree , 882 Jones, Ian S. , 731 Ireland, Seth , 666 Jones, Keith D. , 572, 574–577, 584, 771 Irvine, Sidney , 722 Jones, Lee R. , 1026 Irwin, Kathryn C. , 963 Jones, Peter L. , 631 Ismael, Abdulcarimo , 180 Jones, Phillip S. , 1023 Isoda, Masami , 414, 534, 540, 541 Jones, Phillip W. , 1018 Ivanic, Roz , 222 Jones-Newton, Kristie , 343 Jonker, Vincent , 766 Jordan, Alexander , 336 J Jorde, Doris , 1012 Jablonka, Eva , 21, 41–44, 55, 61, 149, 155, Jorgensen, Robyn , 146, 154, 225 157, 161, 177, 184, 211, 304, Joseph, George G. , 553 311–314, 319, 349, 352, 847, 852, Judson, P. T. , 601 926, 962 Julie, Cyril , 758, 759, 762 Jablonski, Nina G. , 130 Jun , Li, 101 Jabobini, Octavio R. , 183 Jungwirth, Helga , 204, 226 Jackiw, Nicholas , 571, 578, 654, 656 Jackson, Kara , 494 Jackson, Nancy S. , 223 K Jackson, Paul , 951 Kaasila, Raimo , 339 Jacobs, Jennifer K. , 156, 158, 160, 881 Kafai, Yasmin , 89 Jacobsen, Edward Carl , 812, 902, 912, 932, 934 Kahane, Jean-Pierre , 287, 757, 846 Jacobsen, Rebecca , 505 Kahneman, Daniel , 675 Jahn, Ana-Paula , 92, 93, 576, 584, 773, 774 Kaiser, Gabriele , 550, 557, 830, 962, 978, 984, Jahnke, Hans N. , 29, 551, 574 996, 997, 1014 Jakku-Sihvonen, Ritka , 1030 Kalas, Ivan , 699, 767, 770 Jakubowski, Maciej , 839 Kaldrimidou, Maria , 846 Jakwerth, Pamela M. , 1012 Kamens, David H. , 9, 11, 16 Jancarík, Antonin , 447 Kang, Helen J. , 1013 Jankvist, Uffe T. , 303, 305 Kanu, Yatta , 346 Janvier, Bernadette , 628 Kao, L. L. , 89 Jaquet, François , 911 Kaplan, David , 644, 740, 839 Jardine, Rick , 703 Kapur, J. N. , 810, 811 Author Index 1077

Kaput, James N. , 599, 626 Kilpatrick, Jeremy , 7, 25, 29, 57, 104, 150, Karim, Abdul Muchtar , 414 207, 266, 267, 274, 282, 284, 288, Kariya, Takehiko , 122 293, 296, 312, 346, 395, 572, 791, Karjalainen, Tommi , 254, 260, 1030 792, 794, 805, 812, 820, 828, 837, Karp, Alexander , 31, 274, 799, 800, 803, 805, 839, 862, 913, 914, 918, 933, 935, 807, 809, 817, 852, 853 950, 962, 1013, 1015, 1023 Karpinski, Louis C. , 14, 17 Kim, M. , 671, 672 Karshmer, Arthur , 536 Kim, Sam , 969 Katsap, Ada , 182, 192 Kim, Yongnam , 20 Katz, J. Sylvan , 830 Kimmelman, Paul , 878, 1014 Kauertz, Alexander , 873 Kimura, Eiichi , 882 Kaur, Berinderjeet , 158, 850, 874, 887, 1003, Kinach, Barbara M. , 436 1014, 1031, 1032 King, Karen , 118 Kawanaka, Takako , 156, 158, 878, 983, King, Samuel , 746 992, 993 Kingston, Neal M. , 735 Kawasaki, Teresinha F. , 694 Kington, Alison , 471 Kazak, Sibel , 671, 672 Kinsel, M. , 464 Keady, P. , 261 Kirsch, Irwin , 839 Keane, Mark T. , 732 Kirshner, David , 115, 362 Keast, Stephen , 402, 916 Kitchen, Richard S , 852, 853 Keitel, Christine , 7, 21, 22, 27, 29, 57, 106, Kivelä, Simo K. , 1030 121, 124, 150, 155–159, 266, 267, Klein, David , 487 295, 296, 349, 412, 444, 572, 798, Klein, Felix , 277, 280, 281, 283, 535, 536, 805, 818, 820, 837, 839, 847–849, 802, 817 851, 902, 926, 928, 950, 953, 962, Klein, Mary , 917 984, 1019, 1034 Klesath, Marta , 705 Kellaghan, Thomas , 1014, 1015 Klieme, Eckhard , 1027 Kelly, Anthony , 92, 763 Kline, Morris , 285, 1023 Kelly, B. , 539 Klineberg, Otto , 103 Kelly, Dana L. , 954, 1022, 1031 Klingner, Janette K. , 87 Kelly, Ronald R. , 79 Kloosterman, Peter , 124, 245, 962 Kemmis, Stephen , 404 Klothou, Anna , 52 Kempf, Arlo , 828 Klusmann, Uta , 336 Kendal, Margaret , 632, 963 Knijnik, Gelsa , 74, 112, 113, 121, 125, 177, Kendall, Mike , 756 178, 211, 217–219, 233, 479 Kenderov, Petar S. , 921 Knobel, Michèle , 704 Kent, Phillip , 205, 212, 215, 216, 551, 554, Knoll, Steffen , 156, 158, 878, 992, 993 644, 667 Knorr, Wilbur Richard , 533 Keogh, John J. , 226 Knuth, Eric , 147, 573, 963, 966 Kerr, Clark , 1019 Koay, Phong Lee , 874 Kerr, Stephen , 708 Koc, Yusuf , 518, 777–779, 782 Kersting, Nicole B. , 156, 158, 160, 880 Koehler, Matthew J. , 447, 448, 652, 768, Khalil, Hassan K. , 680 778, 782 Khaneboubi, Mehdi , 89 Koistinen, Laura , 480 Kho, Tek Hong , 963 Kolezab, Eugenia , 118 Khuzwayo, Herbert , 161 Kolmogorov, Andrey , 807, 811 Kiam, Low Hooi , 850 Kolpakowski, T. , 679 Kidron, Ivy , 572, 624 Konold, Clifford , 648, 650, 659, 660, Kidwell, Peggy Aldrich , 27, 530–533, 535, 666–668, 671, 672, 679–681 536, 538, 539 Kor, Liew Kee , 258 Kieran, Carolyn , 315, 316, 361, 367, 572, 602, Korabinski, Athol A. , 731, 732 608, 609, 612, 613, 621, 623, 696 Korb, Katrina , 735 Kieran, Tom , 464 Kortenkamp, Ulrich , 773 Kifer, Edward , 1012, 1025 Kortum, Samuel , 1018 1078 Author Index

Koseki, Kiyoshi , 882 Lankshear, Colin , 704 Koskela, Pekka , 1030 Lanz, Carlos , 350 Kotsopoulos, Donna , 705 Lapointe, Anthony E. , 1013 Kotthoff, Hans-Georg , 876 Laridon, Paul , 178 Kotzmann, E. , 349 LaRoque, Perry , 736 Kowalski, Robin , 706 Lassak, Marshall , 591 Kozol, Jonathan , 72 Latour, Bruno , 558 Krainer, Konrad , 328–331, 336, 346, 361, 364, Lattuca, Lisa R. , 866 365, 375, 382, 384, 387, 394, 399, Lave, Jean , 44, 74, 104, 105, 107, 108, 400, 402, 403, 432, 449, 503, 780, 110, 115, 116, 119, 205, 209–212, 815, 816, 821, 919 214, 558 Kramer, Rita , 536 Lavicza, Zsolt , 771 Krauss, Stefan , 336 Lavonen, Jari , 480, 1030 Krazer, Adolf , 914 Lavy, Ilana , 316 Kreis, Yves , 773 Law, John , 337 Kress, Gunther , 46, 709 Lawn, Martin , 1018, 1030 Kroeze, David , 878, 1014 Lawson, Michael J. , 341 Krutetskii, Valdim , 554 Leavy, Aisling , 342 Krygowska, A. Z. , 8, 288, 289 LeBaron, John , 757, 758 Krzywacki, Heidi , 480 Lebethe, Agathe , 437–440, 442, 449 Kuhn, Jonathan R. D. , 652 LeCompte, Margaret D. , 33, 333 Kuiper, William , 951 Leder, Gilah C. , 124, 245 Kunter, Mareike , 336 Lee, Arthur M. S. , 543, 544, 730, 763 Kuntz, Gerard , 772 Lee, Chuan Seng , 852 Kupari, Pekka , 1018, 1031 Lee, Hyunjoo , 20, 644 Kupiainen, Sirkku , 254, 260, 1029, 1030 Lee, Lesley , 628 Kwon, Jung-Min , 736 Lee, Ming Chee , 775 Kynigos, Chronis , 575, 699, 780, 781 Lee, Oklee , 875 Lee, Peng Yee , 887, 924, 1032 Lee, Valerie , 863 L Lee, Yi-Fang , 249, 552 Laaksonen, Seppo, , 1030 Lefﬂ er, James C. , 509 Laborde, Collette , 266, 287, 296, 518, 571, Lehrer, Richard , 30, 401, 550, 551, 575, 577, 572–576, 584, 590, 591, 602, 605, 667, 671, 672 607, 613, 630, 699 Lehto, Ollie , 802, 904–906, 934 Laborde, J. M. , 571 Leigh-Lancaster, David , 631, 763 Labov, William , 84 Leikin, Roza , 336, 394, 817 Lacan, Jacques , 46 Leinwand, Steven , 885, 893 Laclau, Ernesto , 468 Lemut, Enrica , 575 Lacroix, Guy I. , 342 Leonard, Jacqueline , 247, 248 Lacy, Doreen , 181 Leontiev, Alexei , 76, 108, 212, 552, 553, 555, Lagrange, Jean-B. , 446, 511, 518, 599, 602, 556, 558 605, 613, 626, 630, 694, 696, 767, Lerman, Stephen , 43, 50, 58, 74, 104, 776, 778, 782, 969 105, 109, 120, 146, 147, 218, 224, Lahaye, Louise , 121 296, 304, 306, 311–314, 321, 679, Lakoff, George , 551, 561 699, 703 Lambdin, Diana , 518, 777–779, 782 Lesh, Richard , 92, 306–308, 310, 550, 557, Lambert, Julie , 875 558, 763, 776 Lampe, Cliff , 695 Leslie, Elsie , 465 Lampert, Magdalene , 557 Lessard, Claude , 121 Landry, S. D. , 875 Lesser, Lawrence , 652 Lang, Harry G. , 79 Lester, Frank K. Jr. , 57, 267, 401, 486, 1018 Lange, Troels , 169 LeTendre, Gerald K. , 153, 244, 250, 798, Langrall, Cynthia W. , 962 819, 820 Author Index 1079

Leu, Yu-Chyn , 21 Livne, Oren E. , 734 Leung, Allen Yuk Lun , 52, 525, 528, 543, Llinares, Salvador , 341, 364, 365, 449, 701, 779 544, 572, 574, 577, 578, 580, 758, Lloyd, Gwendolyn M. , 338, 464, 465, 474 759, 762 Lluis, E. , 807, 808 Leung, Frederick Koon Shing , 21, 57, 153, Lobato, Joanne , 466 160, 266, 296, 517–519, 572, 810, Loejo, Antonio , 884 811, 820, 836, 840, 849, 960, 985, Lohwater, Arthur J. , 807 997, 998 Loisy, Catherine , 782 Levenson, Esther , 118, 344 Lokan, Jan , 848, 851 Levin, Henry , 839 Lombardo, Denise F , 183 Levin, Morten , 92, 346 Long, Howard H. , 103 Levy, Mark R. , 693 Long, Pamela D. , 14 Lévy, Pierre , 702, 712, 714 Loong, Esther , 698 Lewis, Benjamin Merrill , 382 López, Luz S. , 882 Lewis, Catherine , 153, 414, 415, 418, 882, 883 Lopez, Monica , 874 Li, J. , 962 Lopez, Mottier L. , 118 Li, Qiong , 341, 958, 966 Lopez-Real, Francis J. , 153, 160, 810, 820, Li, S. , 473, 965 836, 849, 960, 985, 997, 998 Li, Xiaobao , 966 Loveless, Tom , 148–150, 152 Li, Yeping , 9, 150, 378, 386 Lowe, Jim , 633 Liang, Hai-Ning , 700 Lozano, Maria D. , 591, 761 Liau Tet Loke, Michael , 841 Lu, Allison , 771 Libbrecht, Paul , 773 Lubienski, Sheryl T. , 327–328 Lichnerowicz, André , 284, 286, 292, 293 Luckmann, Thomas , 45 Lidz, Carol S. , 729 Luhmann, Niklas , 45, 1019 Lie, Svein , 981, 989 Luna, Eduardo , 830, 962 Lietzmann, Walther , 804 Lundeberg, Mary Anne , 366 Lighthill, James , 923 Lupiáñez, José L. , 873, 884, 889 Liljedahl, Peter , 337, 345 Luria, Aleksandr R. , 107, 120 Lim, Chap Sam , 243, 256, 258, 414, 415, Lynch, Trevor , 364 841, 883 Lytle, Susan L. , 384, 404, 439 Lim, Geok Kuan , 410 Lima, Priscila Coelho , 219 Limber, Susan , 706 M Lim-Teo, Suat Khoh , 901, 923 Ma, Liping , 794 Lin, Fou Lai , 328–331, 399, 432, 466, 519, Maasz, Juergen , 204, 226 701, 815, 816, 821 Macedo, Suzana , 107 Linchevski, Liora , 316 Machado, Milene C. , 114, 115 Lindenskov, Lina , 84, 86, 93, 206 Mackrell, Kate , 575, 576 Lindlom-Ylanne, Sari , 148 Maclure, J. Stuart , 23 Lindner, Martin , 880 MacMullen, Edith N. , 15 Lindquist, Mary M. , 1018, 1024 Macrae, Sheila , 205 Lingard, Bob , 231, 232, 399, 401, 1018, 1030 Madden, Sandra R. , 644 Linn, Robert Lee , 328 Maestro, Carmen , 873 Linnakylä, Pirjo , 1018, 1031 Magalhães, V. P. , 107 Lins, Abigail Fregni , 525 Magne, Olof , 84, 85, 87 Lins Lessa, Mônica Maria , 108 Maguire, Terry , 226 Lipka, Jerry , 170, 181, 183, 193 Maher, Carolyn A. , 92 Lipták, László , 882 Maher, Frinde , 251 Liston, Daniel P. , 866 Main, Susan , 519 Little, Judith W. , 88, 364 Makar, Katie , 385–386, 648, 670, 675, 680, 682 Liu, Haibin , 961 Maksheev, Z. , 803 Livingston, Carol V. , 125 Malaty, George , 1030 Livne, Nava L. , 734 Males, Lorraine , 384 1080 Author Index

Malheiros, Ana Paula dos Santos , 696, 701 McCusker, Sean , 680 Maloney, Alan ,550 McDermott, Ray , 87 Malsch, Fritz , 804 McDonnell, Lorraine M. , 509 Maltempi, Marcus V. , 696, 701 McDonough, Elizabeth , 757, 758 Mammana, Carmelo , 969 McGaw, Barry , 1013 Mammana, C. , 969 McGee, David , 14 Manaster, Alfred B. , 156, 158, 160, 838 McGlaughlin, Ale , 126 Manaster, Carl , 156, 158, 160 McGrath, Daniel , 839 Manen, Max Van , 45 McGuire, George , 731 Manly, Myrna , 228, 229 McIntyre, Donald , 394, 403, 405 Mantoan, Maria Teresa , 87 McKnight, Curtis C., , 19, 20, 362, 489, 838, Maplesoft , 731 McLeod, Douglas B. , 488, 1024 Maratas, Ilhan K. , 575 McMaken, Jennifer , 1026–1027 Marcuse, Herbert , 45 McMullin, Lin , 621 Margolinas, Claire , 431, 434, 437 McMurchy-Pilkington, Colleen , 125 Maria bte Abdullah , 410 McMurry, Charles A. , 24, 25 Mariotti, Maria-Alessandra , 77, 539, 572, 573, McNab, Donald , 888 575, 577, 579, 584, 590, 592, 699 McNamara, Olwen , 57, 120, 469 Marrades, R. , 575, 699 McNeely, Maggie , 878, 1014 Marschark, Marc , 79 McNeil, Nicole M. , 536, 537 Martignone, Claudia , 541 McVittie, Janet , 120 Martin, Ben R. , 830 Mead, Nancy A. , 1013 Martin, Danny , 56, 70, 75, 76, 92, 126, 222, Meagher, Michael , 572 224, 247, 248 Meaney, Tamsin , 169 Martin, J. R. R. , 46 Mechelli, Andrea , 81 Martin, Lyndon , 120 Medina, Elsa , 644, 649, 651 Martin, Michael O. , 150, 954, 981, 988, 989, Medrich, Elliott A. , 954 1014, 1016, 1022, 1028, 1031 Mehta, Niranjan , 346 Martin, Romain , 737 Meira, Luciano , 116, 117, 120 Martinovic, Dragana , 697, 708 Meissner, Hartwig , 767 Martio, Olli , 1030 Meletiou-Mavrotheris, M. , 667 Martland, Jim , 91 Mellin-Olsen, Stieg , 56, 57, 75, 121, 248, 251, Marton, Ference , 578 295, 460 Marx, Karl , 44, 50 Mellissinos, Ma , 88, 1024 Maschietto, Michela , 539 Menasian, James , 601, 602 Masingila, Joanna O. , 177, 179 Menchaca, Maria , 103 Mason, John , 31, 296, 337, 605, 607, 628 Mendelovitz, Juliette , 839 Massarwe, Khayriah , 181 Mendick, Heather , 75, 76, 919 Matos, João F. , 44, 88, 91, 108 Menghini, Marta , 281, 287, 904, 910, 911 Matos, José Manuel , 273 Menon, Ramakrishnan , 21, 838 Matras, Mary A. , 601, 602 Mercat, Christian , 773 Matthews, Lou E. , 184 Mercier, Alain , 305 Mattos, Adriana Cesar , 50, 121 Merle, Michel , 970 Matz, Marilyn , 362 Mesa, Vilma , 52, 793, 794, 861, 1015 Maxara, Carmen , 656–658, 675 Messina, Graciela , 348 Mayer, Connie , 79, 82 Meyfarth, Thorsten , 678 Mayer-Foulkes, David , 1020 Micheletti, Chiara , 575, 576, 587 Mayes, Robert , 602, 628 Miles, Matthew B. , 333 Maynard, Rebecca A. , 510 Milgram, R. James , 489 Mayo, Merrilea , 969 Miliukov, Paul N. , 820 McClain, Kay , 118, 316, 551, 553 Mill, John Stuart , 349 McClain, Oren L. , 76 Miller, Catherine D. , 650 McCrae, Barry , 848, 851 Miller, Jen , 532 McCullough, B. D. , 651 Millroy, Wendy , 108 Author Index 1081

Mills, Charles Wright , 45 Moya, Andrés , 350 Mingat, Alain , 12, 13 Moyer, John C. , 950, 963, 966, 969 Mishra, Punya , 447, 448, 768, 778, 782 Moyer, Patricia S. , 536 Mislevy, Robert J. , 722, 723 Mukhopadhyay, Swapna , 74, 75 Mitchell, Karen Janice , 1026 Mullen, Jana , 220, 224, 226 Mittag, Hans-Joachim , 652 Mullis, Ina V. S. , 150, 865, 954, 981, 989, Miyakawa, Takeshi , 414 1014, 1016, 1022, 1024, 1028, 1031 Moelands, Henk , 839 Munn, Penny , 85 Mogari, David , 178 Murata, Aki , 364, 375–377, 386, 410, 415 Mohammad Arifﬁ n bin Hj Bakar , 410 Murray, T. Scott , 1013, 1015 Mok, Ida Ah Chee , 149, 155, 157, 161, 847, Mwakapenda, Willy , 809 849, 852 Monaghan, John , 604, 630, 632, 780, 781 Monge, Gaspard , 535 N Monkman, Karen , 397, 399 Näätänen, Marjatta , 1030 Monroe, Eula E. , 810, 811 Nabonnand, Philippe , 277 Monroe, Paul , 23 Nachlieli, Talli , 52 Monroe, Will S. , 15 Nardi, Elena , 303, 316, 320 Monseur, Christian , 839 Nascimento, Jorge C. , 108 Montague, Marjorie , 87 Nasir, Na’Ilah Suad , 176, 189, 249 Monterrubio, M. Consuelo , 884 Nathan, Mitchell J. , 436 Montessori, Maria , 15, 536 Nebres, Ben F. , 8, 9, 13, 74, 693, 798, 800, Montt, Guillermo , 839 805, 902, 907, 908, 911, 923, 924, Moon, Bob , 19, 284, 835 968 Mooney, Edward S. , 962 Nédélec, Dreslard D. , 442 Moore, Darlinda , 644, 645, 648 Nelson, Barbara , 464 Moore, Eliakim Hastings , 28, 278, 282, 535 Nelson, Stephen R. , 509 Moore, Joyce L. , 109 Nelson, Tamara , 416 Moore, Rob , 227, 235 Nelson-Barber, Sharon , 74, 75, 90 Morales, Diana , 839 Nemirovsky, Ricardo , 628 Moreira, Darlinda , 179 Nesher, Perla , 914 Moreira, Leonor , 185–187 Neubrand, Michael , 336, 394, 839, 1027 Moreira, Plinio C. , 121 Neumann, Knut , 873 Moreno, Constanza , 79 Neuwirth, Eric , 651 Moreno-Armella, Luis , 77 Newman, Denis , 76 Morgan, Candia , 44, 50, 51, 76, 109, 173, 213, Newman, M. Anne , 410 218, 224, 926 Newmarch, Barbara , 214, 217, 219, 221, Morin, Edgar , 451 222, 234 Morris, Anne K. , 340, 436 Newstead, Karen , 845 Morrone, Anastasia S. , 338 Ng, Swee F. , 887, 963 Moschkovich, Judit N. , 53, 76, 79, 80, 90, 111 Nguyen, Phuong-Mai , 1019 Moser, Urs , 1012 Ni, Yujing , 958, 966 Mosimege, Mogege , 178, 180 Nicéas, Lenice , 107 Moskowitz, Jay H. , 1017, 1018 Nichols, Sharon L. , 453 Moss, Joan , 575–577, 584 Nicholson, Ann , 735 Moss, Pamela A. , 892 Nicholson, James , 680 Mosteller, Frederick , 830 Nicol, Cynthia , 121, 913, 988 Motard, L. , 284, 286, 293 Nicolet, Jean Louis , 284, 286, 293 Mouffe, Chantal , 467 Nie, Bikai , 465, 473, 950, 961, 963, 966, 969 Mourshed, Mona , 880 Nieto, L. J. B. , 449 Mousley, Judith , 346, 400, 518, 777–779, 782, Niss, Mogens , 221, 401, 550, 551, 920, 935, 916, 917 960, 977, 991, 1028 Mousoulides, Nicholas , 308, 575 Nissen, Gunhild , 930 Mouwitz, Lars , 208 Nixon, Althed Scott , 89 1082 Author Index

Nkhwalume, Alakanani Alex , 124 Olson, Lynn , 1026 Nkopodi, Nkopodi , 180 Oner, Diler , 575 Noffke, Susan E. , 346 Onwuegbuzie, Anthony J. , 334 Nolan, Kathleen , 57, 477 Or, C. M. , 52, 574 Nolasco, Margarita , 346 Ormell, Christopher P. , 29, 30 Noppeney, Uta , 81 O’Rode, Nancy L. , 341 Norjah bte Hj Burut , 410 O’Rourke, John , 519 Norman, Donald A. , 713 Orr, Eleanor W. , 83, 84 Norton, Pam , 631 Orton, R. , 306, 307 Norwood, Karen , 602 Osana, Helen P. , 342, 575, 577 Noss, Richard , 56, 57, 205, 212, 215, 216, Osborne, Jonathan , 507 226, 503, 518, 543, 551, 554, 560, Osgood, William F. , 835 572, 590–592, 602, 644, 667, 699, Osler, Audrey , 131 757, 765, 767, 770 Ostermeier, Christian , 880 Nóvoa, António , 1017 O’Sullivan, Christine Y. , 989, 1016 Novotná, Jarmila , 118, 328–331, 399, 431, Ottaviani, Maria-Gabriella , 930 432, 437–440, 442, 447, 449, 451, Otte, Michael , 463, 956 815, 816, 821, 849 Otten, Samuel , 380 Noyes, Andrew , 209 Oughton, Helen , 223, 226 Nunes, Terezhinha , 79, 82, 107, 146, 154, 172, Owen, Eugene , 1018 205, 209, 211 Núñez, Rafael , 561 Nussbaum, Miguel , 519 P Page, David P. , 18 Pagliaro, Claudia M. , 79 O Pais, Alexandre , 57, 73, 87, 178, 181 Oates, Greg , 631, 928 Paiti, Margaret , 465 O’Brien, Mia , 385–386 Palafox, Juan Carlos , 1015 O’Callaghan, Brian R. , 602 Palamidessi, Mariano , 874 Ochs, Kimberly , 1019 Palhares, Pedro , 112, 113 O’Connor, Carla , 84, 87 Palmiter, Jeanette , 601 O’Connor, Kathleen M. , 1014, 1022, 1028, 1031 Pampaka, Maria , 52, 468 Odani, Kenji , 882 Panizzon, Debra , 364, 384 O’Day, Jennifer , 487 Paola, Domingo , 574–576, 579, 580, 587, 699 O’Doherty, John , 81 Paparistodemou, Eﬁ , 667 O’Donoghue, John , 204, 208, 226 Papert, Seymour , 287, 757, 765 Oepnjuru, George , 213 Papy, Frédérique , 287 Ogborn, John , 662 Parada, Sandra , 782 Ograjenšek, Irena , 644 Paraide, Patricia , 179 O’Hagan, Joan , 234 Pardala, Antoni , 807 Ohara, Yutaka , 414 Park, Kyungmee , 849 Ohuche, R. Ogbonna , 809 Park, Soojin , 839 Okubo, Kazuyoshi , 882 Parker, Thomas , 487 Olaya, Rojas A. , 348 Parshall, Karen H. , 905 Oldknow, Adrian , 969 Parson, Talcott , 45 Olesen, Henning Salling , 204, 207 Parsons, Jim B. , 346, 347 Olive, John , 648 Pashley, Peter J. , 1014 Oliveira, Claudia Hosé , 177 Passeron, Jean-Claude , 104, 127, 128 Olivera, Mercedes L. , 146, 346 Passos, Claudio C. M. , 118 Olivero, Frederica , 573–576, 579–582, 584, 587 Pateman, Neil A. , 243 Olivier, Alwyn , 845 Paterson, Judy E. , 630 O’Loughlin, Noreen , 342 Patrick, Rachel , 183, 192, 193 OLPC Foundation , 759 Patton, Michael Q. , 333 Olson, John F. , 150, 989, 1022, 1031 Pea, Roy , 728, 737 Author Index 1083

Pegg, John , 364, 384 Pollitt, Alastair , 729 Pehkonen, Erkki , 1029, 1030 Pollock, Elizabeth , 885, 893 Pelgrims Ducrey, Greta , 728 Pollock, Maggie , 725 Pellegrino, James W. , 1026 Pólya, George , 550, 556, 807, 817 Pellerey, Michelle , 285 Ponte, João Pedro , 396, 701 Peltenburg, Marjolijn , 729 Pool, Peter , 723, 735, 736 Pena, Sergio D. J. , 130, 131 Popkewitz, T. Neville , 116 Pennington, M. Nan , 698 Popper, Karl , 306 Penuel, William R. , 52, 519, 746 Porter, Andrew C. , 1026–1027, 1034 Pepin, Birgit , 771 Posadas, Linda S. , 758, 759, 762 Pereira-Mendoza, Lionel , 874 Posch, Peter , 346, 364, 368, 382 Pereyra, Miguel A. , 876 Posner, Jill K. , 108, 109 Perks, Pat , 419–421 Post, Thomas , 306, 307, 763 Perret-Clermont, Anne-Nelly , 104 Postlethwaite, T. Neville , 837, 954, 986 Perry, John , 27, 28, 535 Potari, Despina , 209 Perry, Rebecca , 415, 418, 882, 883 Potter, John , 503 Persens, Jan , 846 Powell, Arthur B. , 69, 74, 75, 80–83, 88, 91, Peskette, J. W. , 284, 286, 293 92, 112, 115, 121, 126, 184, 248, Pestalozzi, Johann , 534, 535 251, 286 Peters, Michelle , 1019 Pozzi, Stefano , 215, 560 Peterson, Blake E. , 382 Prais, Sig J. , 1013 Peterson, Jodi , 507 Pratt, Dave , 661, 671, 699 Petrosino, Anthony , 436 Pratt, Nick , 120 Pfannkuch, Maxine , 645, 646, 671, 675, Prawat, Richard S. , 1012 678, 679 Preissle, Judith , 33 Phillips, Brian , 929 Premkumar, G. Prem , 654 Phillips, David , 1019 Prenzel, Manfred , 880, 1027 Phillips, Eileen , 710 Prescott, Anne , 436 Phillips, Gary W. , 1013, 1014 Presmeg, Norma C. , 114, 115, 146, 147, 170, Philp, Hugh , 83 171, 176, 177, 256, 258 Piaget, Jean , 108, 109, 284, 286, 292, 293, Prestage, Stephanie , 419–421 306–309, 315, 316, 434, 461, 806 Preuschoff, Corinna , 150, 1016, 1022, 1031 Picker, Susan H. , 709 Price, Beth , 725, 735 Pierce, Robyn , 600, 604, 628–630, 632, 633, Price, Cathy J. , 81 743, 768 Price, Michael , 27, 286, 535 Pilot, Albert , 1019 Prieto, Annalyse K. C. , 187, 191, 192 Pimm, David , 50, 51, 53, 710, 757, 765 Pring, Richard , 405 Pinar, William F. , 951 Pritchard, C. , 697 Pineau, Elysse Lamm , 713 Pritchard, Ruth , 402 Pinto, Marcia M. F. , 694 Prömmel, Andreas , 676 Pinxten, Rik , 32 Prusak, Anna , 120, 316 Pirie, Susan , 120 Prus-Wisniowska, Ewa , 179 Pitombeira de Carvalho, João , 804 Pryor, John , 220, 225 Pittalis, Marios , 575 Puig Adam, Pedro , 284, 286, 293 Pitta-Pantazi, Demetra , 575 Pulte, Helmut , 574 Planas, Núria , 80, 81, 106, 115, 121, 170, 171, Purakam, O. , 811 179, 186, 346 Putt, Ian , 917 Plofker, Kim , 528 Pluvinage, François , 287, 757 Podworny, Stefan , 678 Q Poirier, Louise , 375 Quan, Wang Lin , 811 Pollack, Robert , 18 Quander, Judith , 147 Pollak, Henry O. , 31, 551, 806 Quinn, Naomi , 551 Pollatsek, Alexander , 668 Quirk, William , 487 1084 Author Index

R Rismark, Marit , 519 Rabardel, Para , 572, 591, 603, 631 Rivera, Antonio , 480 Radford, Luis , 49, 51, 171, 172, 190, 470, Rivkin, Steven , 253 565, 592 Rizo, Filipe M. , 884 Rafanan, Ken , 519 Rizvi, Fazal , 231, 232 Rahman, Anisur , 346 Roadrangka, Vantipa , 841 Raizen, Senta A. , 489, 988, 1012 Robert, Aline , 305 Rakotomalala, Ramahatra , 12, 13 Roberts, David Lindsay , 27, 28, 519, 525, Ralston, Anthony , 287 530–533, 535, 536, 538, 539, 812 Ramsey, Fred L. , 653 Roberts, T. , 178 Rands, Kathleen , 71 Robertson, Roland , 399 Rantanen, Pekka , 1030 Robinson, Carol , 746 Rappaport, I. , 221 Robinson, Sharon P. , 8 Rasmussen, Chris , 118 Robitaille, David F. , 509, 838, 862, 902, 951, Rasmussen, P. , 204, 207 957, 979–981, 985–989, 1012, 1022 Rautalin, Marjaana , 1030 Robitzsch, Alexander , 729 Rav, Y. , 574 Robutti, Ornella , 574–576, 579–582, 584, 587, Ravitch, Diane , 253 592, 622, 699 Ravn, Ole , 61 Rock, Donald A. , 736 Reading, Chris , 930 Roddick, Margaret , 1014 Reason, Rea , 85 Rodrigues, José F. , 220, 224, 226 Recorde, Robert , 534 Rodrigues, Marco Aurélio Borela , 187, 191, 192 Redmond, Trevor , 633 Rodriguez, Gerardo , 620 Reed, Helen J. , 107, 592, 769 Roesken, Bettina , 120 Reed, Yvonne , 80, 81 Rogalski, Janine , 305 Rees, Gareth , 477 Rogers, Alan , 207, 213 Reeve, William D. , 24, 804, 834 Rogers, Leo F. , 915, 934 Regan, Meridith M. , 671, 675, 679 Rogoff, Barbara , 44, 76, 109, 154 Régnier, Jean-Claude , 538 Rohlen, Thomas P. , 153 Reid, Constance , 802 Rojano, Teresa , 628, 760, 761, 767 Reinikainen, Pasi , 839, 1018, 1031 Rojas, Yury M. , 187 Reis, Maria C. , 213, 225 Romberg, Thomas A. , 813, 956 Reisner, Edward H. , 19 Rønning, Frode , 931 Reiss, Kristina M. , 467 Rorty, Richard , 129 Relethford, J. H. , 130 Rosa, Milton , 679 Remillard, Janine T. , 179, 464, 472–474 Rosas, Lesvia , 350 Renert, Moshe , 60, 352 Roschelle, Jeremy , 519, 599, 746 Renshaw, Peter , 120, 399, 401 Rosen, Gershan , 437–440, 442, 449, 451 Resnick, Lauren , 956, 957 Rosenberg, Diana , 808 Resnick, Tzippora , 952 Rossi-Becker, Joanne , 124 Restivo, Sal , 121 Rossman, Allan J. , 648 Restrepo, A. , 874, 891 Roth, Kathleen J. , 880, 881 Reyes, Laurie Hart , 245 Roth, Wolf-Michael , 212, 552, 565 Reynolds, David , 364 Rowe, David , 215, 728 Reys, Barbara J. , 950 Rowe, Ken , 252 Reys, Robert E. , 950 Rowland, Tim , 395, 404 Rhodes, Valerie , 205 Rozina bte Awg Hj Salim , 410 Richter, Jutta , 277 Rubenson, Kjell , 206, 232 Rickhuss, Mike G. , 602 Rubenstein, Rheta , 950 Rico, Luis , 873, 886 Ruddock, Graham J. , 989, 1016 Rico, Mercedes , 654 Rueda, Enrique , 736 Ridgway, Jim , 680, 952 Ruiz, Angel , 911–913 Rijpkema, Koo , 745 Russell, Susan Jo , 680, 963 Rinne, Risto , 1018, 1030 Ruthven, Kenneth , 29, 286, 287, 305, 402, Ripley, Amanda , 1019 603, 623, 757, 762, 765, 768 Author Index 1085

Rutkowski, David , 1017 Schifter, Deborah , 963 Ryan, Julie , 558 Schilling, Steven G. , 395 Ryan, Marilyn , 124 Schleicher, Andreas , 228, 839, 875 Ryve, Andreas , 51, 314, 315, 319 Schliemann, Analúcia D. , 104, 107, 108, 154, 172, 179, 205, 209, 211, 212 Schlöglmann, Wolfgang , 204, 226 S Schmidt, William H. , 19–21, 487, 489, 838, Sabra, Hussein , 772 845, 862, 878, 879, 983, 988, Sacristán, Ana I. , 758–760, 762, 763, 767, 1012, 1014 770, 782 Schmitt, Mary Jane , 228, 229 Safford, Katherine , 204 Schneider, Barbara , 485 Sahlberg, Pasi , 151, 152, 1030 Schneider, Wolfgang , 1027 Sahlström, Fritjof , 157, 160, 850 Schoenfeld, Alan H. , 104, 267, 303, 305, 307, Saito, Mioko , 863 467, 556, 557, 630 Saito, Noboru , 882 Scholz, Roland W. , 296, 934 Saiz, Mariana , 480 Schön, Donald A , 364 Sakonidis, Haralambos , 52, 846 Schrage, Michael , 692, 704 Saldanha, Luis , 602, 612 Schriewer, Jürgen , 1019 Saleh, Fatimah , 258 Schubring, Gert , 24, 274, 277, 281, 283, Salin, Marie-Hélène , 442 798–802, 804, 833, 834, 904–906, Säljö, Roger , 146, 373 914, 976 Saló i Nevado, Läia , 219 Schümer, G. , 1027 Salsburg, David , 677 Schütz, Alfred , 45 Salway, Leida , 90 Schwarz, Baruch , 157, 572, 575, 831, 952 Sammons, Pam , 471 Schwingendorf, Keith E. , 309 Sanchez, Hector , 654 Scribner, Jay P. , 244, 250 Sánchez Vázquez, G. , 932 Scribner, Sylvia , 104, 107, 109 Sandlin, Jennifer A. , 644 Scucuglia, Ricardo , 709, 713 Sandoval, Ivonne , 782 Seago, Nanette , 336, 394 Sangiorgi, O. , 808 Seah, Wee Tiong , 21, 113, 115, 179, 402, 916 Sangwin, Chris J. , 730, 763 Secada, Walter G. , 72, 88, 245, 968 Santagata, Rossella , 340, 446, 779 Sedig, Kamran , 700, 703 Santos, Madelina , 108, 767 Sedlmeier, Peter , 675 Santos, Silvanoc C. , 702 Seeger, Falk , 121, 146, 318 Sapere, Patricia , 79 Seel, Norbert M. , 315 Saracho, Alberto , 869, 876, 877, 880 Sefa Dei, George J. , 828 Sarmiento-Klapper, J. W. , 704, 705 Segerholm, Christine , 1018, 1030 Sarrazy, Bernard , 431, 451, 453 Séguin, Edouard , 15 Sato, Manabu , 374 Seidman, Edward , 510 Sauble, Irene , 31 Sekiguchi, Yasuhiro , 464, 849 Saunders, Lesley , 471 Seligman, M. E. P. , 161 Sawada, Toshio , 984, 995, 996, 1012 Seliktar, Miriam , 124 Saxe, Geoffrey B. , 107–109, 179 Selleck, Richard J. W. , 16, 25 Schafer, Daniel W. , 653 Sells, Lucy W. , 104 Schaffer, Gene , 364 Selwyn, Neil , 503, 695 Schagen, Ian , 1033 Semenov, Alexei , 758, 759, 762 Schappelle, Bonnie P. , 488, 1024 Senk, Sharon L. , 950, 951 Scharlemann, Martin , 489 Sennett, Richard , 235 Schauble, Leona , 401, 671, 672 Sensevy, Gérard , 305 Scheerens, Jaap , 839 Serrano, Ana , 156, 158, 878, 992, 993 Scheinin, Patrik , 1030 Serrano, W. , 352 Scherer, Petra , 346 Servais, Willy , 284, 286, 293 Scheuermann, Friedrich , 735, 737 Setati, Mamokgethi , 53, 80, 81, 120, 255, Schiefele, Ulrich , 1027 256, 346 Schiffman, Zachary S. , 529 Sethole, Godfrey , 21, 149, 850 1086 Author Index

Sewell, Tony , 126 Sinclair, Nathalie , 320, 571, 574–577, 582, Seymour, Dale , 530, 536 584, 590, 591, 710 Sfard, Anna , 52, 60, 74, 120, 315–320, 328, Singh, Parmjit , 827, 841 558, 828 Singh, S. , 125 Sharat-Amir, Yael , 679 Sintsov, D. , 803, 804 Sharp, Donald W. , 109 Siu, M. K. , 282 Sharygin, I. F. , 818 Sjøberg, S. , 1013 Shaughnessy, J. Michael , 361, 681 Skemp, Richard , 293, 294 Shavelson, Richard J. , 479 Skinner, Burrhus F. , 293 Shearer, Brenda A. , 366 Sklar, Jeffrey C. , 652 Sheets, Charlene , 599, 601, 602, 628, 629 Skott, Jeppe , 336 Shefﬁ eld Hallam University , 503 Skovsmose, Ole , 12, 46, 56, 61, 74, 118, 121, Shelley, Nancy , 919 172, 176, 178, 183–185, 194, 210, Sherin, Bruce , 679 248, 296, 349, 373, 479, 953, 955 Sherin, Miriam G. , 436, 779 Slavit, David , 416 Sherman, Julia , 245 Sloan, Deborah , 121 Shevkin, L. , 818 Sloane, Finbarr , 1015 Shewbridge, Claire , 875 Sloane, Peter F. E. , 873, 1028 Shibata, Rokuji , 537 Slovic, Paul , 675 Shimizu, Katsuhiko , 1012 Smees, Rebecca , 471 Shimizu, Shizumi , 882 Smid, Harm J. , 285 Shimizu, Yoshinori , 21, 145, 149–151, Smith, David Eugene , 17, 23, 28, 280, 537, 155–160, 412, 414, 444, 464, 801, 804, 835, 1010 839, 847–849, 851, 984, 995, Smith, Dorothy E. , 45 996, 1003 Smith, David R. , 109 Shin, Jongho , 20 Smith, Heather J. , 532 Shin, Soo Yeon , 850 Smith, Louis M. , 120, 147, 156, 158, Shiohata, Mariko , 220, 225 160, 339 Shirley, Lawrence , 113 Smith, Margaret S. , 120, 147, 156, 158, 160 Shiu, Christine , 14 Smith, Mark K. , 952 Shockey, Todd L. , 177 Smith, Marshall S. , 486, 487, 509, 510 Shorrocks-Taylor, Diane , 735, 736 Smith, Matthew L. , 486, 509, 510 Shuell, Thomas J. , 697, 699 Smith, Marvin E. , 334, 344 Shulman, Lee S. , 394–396, 447, 631 Smith, Ryan C. , 576 Shumar, Wesley , 705 Smith, Shannon D. , 695 Shute, Valerie J. , 734 Smith, Stephanie Z. , 334, 344 Shymansky, James A. , 875 Smith, Teresa A. , 954, 1014, 1022, 1028, 1031 Siang, Kim Teng , 538 Snell, J. Laurie , 644, 651 Sidoli, Nathan , 277, 906 Snow, Catherine E. , 512 Sierpinska, Anna , 118, 207, 296, 312, 313, Sølvberg, Asrid M. , 519 828, 935 Som, Nicholas A. , 652 Sila’ila’i, Emilie , 465 Somekh, Bridget , 346, 364, 368, 382, 479 Silva, D. , 351 Son, Ji-Won , 343 Silva, Vanisio L. , 112, 125 Sonenberg, Elizabeth , 735 Silver, Edward A. , 42, 120, 933 Sotelo, Francisco L. , 880 Silverman, Frederick L. , 182, 192 Soury-Lavergne, Sophie , 773, 774, 782, 919 Silverman, Jason , 701 Southwell, Beth , 31, 415, 882 Simmel, Georg , 45 Sowell, Evelyn J. , 536 Simmt, Elaine , 51 Speer, For , 336 Simola, Hanu , 1018, 1030 Speer, Natasha M. , 336 Simon, Martin , 396, 397, 405, 414, 415, Spencer, Herbert , 25 421, 464 Spencer, Patricia E. , 79 Simons, Herbert A. , 159 Spitzer, Sandy M. , 436 Simpson, Adrian , 608 Spivak, Gayatri C. , 346 Author Index 1087

Sriraman, Bharath , 42, 57, 74, 77, 105, 121, Streefl and, Leen , 558 283, 303–305, 307, 308, 310, 312, Street, Brian , 213 314, 318, 319, 321, 550, 936, 959 Strickland, Sharon K. , 340 Stacey, Kaye, , 600, 628–633, 721, 725, 735, Stringfi eld, Sam , 364 743,765 768, 838, 839, 963 Strømme, Alex , 519 Stadler, E. , 320 Stromquist, Neil P. , 397, 399 Stahl, Alan M. , 14 Stroup, Walter M. , 763 Stahl, Gerry , 698, 704, 705, 708 Struik, Dirk J. , 275 Stake, Robert E. , 333, 488, 1024 Styles, Irene , 148 Stanat, Petra , 1027 Stylianides, Andreus J. , 573 Stanic, George M. A. , 24, 25, 245 Stylianou, Despina A. , 573 Stanley, Christine A. , 76 Stzajn, Paola , 88, 91 Star, Jon R. , 340 Subramaniam, K. , 963 Stark, Joan , 866 Sukthankar, Neela , 124 Starkey, Hugh , 131 Sullivan, Peter , 55, 328, 394, 400, 402, 916, 952 Staub, Natalie , 213 Sundefeld, Marcia L. M. M. , 187, 191, 192 Steen, Lynn A. , 31, 72, 221, 727 Suri, H , 72 Steffe, Leslie P. , 296, 464 Sutherland, Rosamund , 960, 969 Stehlíková, Nad’a , 445 Sutton, John , 147 Steinberg, Linda S. , 722 Swafford, Jane O. , 1012, 1025 Steinbring, Heinz, 296, 346, 350, 364, 396, 828 Swain, Jon , 214, 217, 219, 221, 222, 234 Steiner, Hans Georg , 291, 296, 350 Swanson, Dalene , 479 Steiner-Khamsi, Gita , 1018 Swantz, Marja-Lissa , 346, 347 Steinfi eld, Charles , 695 Swars, Susan L. , 334, 344 Steinle, Vicki , 725, 735 Swetz, Frank J. , 14, 17, 806 Stemhagen, Kurt , 292 Swinnerton, Bronwyn , 723, 735, 736 Stemler, Steven E. , 988 Sykes, Gary , 485 Stengers, Isabelle , 452 Symanzik, Jurgen , 652 Stenhouse, Lawrence , 364, 403 Szablewski, Jackie , 222 Stentoft, Diana , 59 Sztajn, Paola , 468, 470 Stephan, M. , 30, 118, 414, 1017, 1018 Stephens, Maria , 1017–1018 Stephens, Max , 414 T Sternberg, Robert J. , 104, 105, 146 Tabach, Michael , 952 Stevens, Peter A. J. , 106 Taimina, Daina , 534, 540, 541 Stevenson, Harold W. , 20, 840, 848, 983, 993 Tait, Kenneth , 735, 736 Stevenson, Ian , 575, 576 Tall, David O. , 608 Stewart, Sepideh , 629, 630 Tan, Alexandra , 878, 1014 Stigler, James W. , 146, 150, 155, 156, 158, Tan, Daphne M. M. , 695 160, 340, 411, 412, 414, 446, 779, Tan, Hazel , 743 819, 838, 840, 848, 851, 878, Tan, Kok Eng , 258 880–883, 983, 984, 992, 993 Tan, Magdalene X. J. , 695 Stillman, Gloria , 179, 550, 557, 917 Tang, K. N. , 258 Stinson, David W. , 74, 76 Tang, R. , 961 Stobart, Gordon , 471 Tardif, Maurice , 121 Stocker, David , 188 Tareke, Mebrak , 839 Stockero, Shari L. , 340 Tarr, James E. , 962 Stohl Lee, Hollylynne , 92 Tarvainen, Kyosti , 1030 Stokoe, William C. , 81 Tashakkori, Abbas , 334 Stone, John C. , 31 Tatar, Deborah , 599 Sträßer, Rudolf , 220, 223, 296, 558, 560, 572, Tate, William F. , 87 575, 591, 699, 934 Tatsis, Konstantinos , 118, 120 Straughn, Celka , 706 Tatto, Maria T. , 21, 845 Strauss, Anselm L. , 333, 353 Tay, K. , 695 1088 Author Index

Taylor, Chris , 477 Trgalovà, Jana , 773, 774 Taylor, Edward H. , 835 Trigueros, Maria , 760, 761, 763, 770 Taylor, Peter J. , 921 Trouche, Luc , 287, 305, 518, 539, 540, 590, Taylor, Steve , 630 592, 599, 602, 603, 605, 613, 621, Teddlie, Charles B. , 334, 364 630–632, 680, 681, 699, 738, 753, Teese, Richard , 55 767, 768, 770, 772, 775, 781, Teixeira, Paulo J. M. , 118 782, 893 Terlouw, Cees , 1019 Tsai, K. H. , 775 Terman, Nancy , 341 Tsai, Yi-Miau , 336 Tesch, Renata , 33 Tsamir, Pessia , 118, 294, 344 Thanh, Nguyen Chi , 758, 759, 762 Tsang, Betty , 489 Thanheiser, Eva , 343 Tsatsaroni, Anna , 43, 76, 213, 225, 232 Thom, René , 285 Tseng, Ellen , 156, 158, 160 Thomas, G. , 91 Tseng, Vivian , 507, 510 Thomas, J. , 1019 Tsuchida, Ineko , 414, 882 Thomas, Michael O. J. , 409, 518, 604, Tucker, Bradley J. , 342 606–609, 628–632 Tukey, John W. , 646, 671 Thomas, Peter G. , 602 Tuomi-Gröhn, Terttu , 210 Thomas, William B. , 103 Tusting, Karin , 222 Thompson, Alba G. , 336 Tversky, Amos , 675 Thompson, Denisse R. , 950, 951, 1014 Tyack, David B. , 530 Thorndike, Edward L. , 19 Tymoczko, Thomas , 791 Thorsten, M. , 157, 460 Tzekaki, Marianna , 846 Threlfall, John , 723, 735, 736 Tzur, Ron , 464 Thunder, Kateri , 76 Thwaites, Anne , 395 Thwaites, Bryan , 285, 287 U Tichá, Marie , 382 Ueno, Kenji , 29 Tillmann, Klaus-Jürgen , 1027 Ulep, Soledad Asuncion , 21, 149, 160, Timmerman, Christianne , 106 412, 850 Timmons-Brown, Stephanie , 91 Umaki, Sandra , 465 Tintori, Stefania , 181 Umland, Kristin , 303, 305, 306, 321 Tirosh, Dina , 118, 294, 328, 344, 394, 396, Upex, Stephen , 12 400, 402, 420, 421, 919 Upitis, Rena , 710 Tobias, Sheila , 210 Ursini, Sonia , 760 Tobies, Renate , 28 Usiskin, Zalman , 599, 950, 964 Todd, Peter M. , 215, 234 Uworwabayeho, Alphonse , 346 Todes, Daniel P. , 19 Tolstoy, Leo N. , 819 Tomlin, Alison , 188, 193, 213 V Toomey, Ron , 696 Vacc, Nancy N. , 336, 436 Törner, Günter , 283, 305, 314, 467, 959 Vadcard, Lucile , 576, 582 Torney-Purta, Judith , 840 Vahey, Phil , 599 Toro-Álvarez, Catalina , 882 Valdés, Hector , 863 Torres, Rosa M. , 20 Valencia, Enrique , 346 Tout, Dave , 228, 229 Valencia, Richard , 102, 106, 122, 126 Towers, Jo , 120 Valero, Paola , 44, 56, 57, 59, 61, 73, 75, 87, Towne, Lisa , 472, 479 105, 112–113, 115, 121, 189, 347, Tran, Si Nguyen , 20 348, 930, 953, 968 Travers, Kenneth J. , 838, 862–864, 902, 951, Välijärvi, Jouni , 1018, 1031 979, 985–987, 1012, 1025 Valls, Julia , 341, 779 Treffers, Adri , 558 Valsiner, Jaan , 103 Treviño, Ernesto G. , 863 Valverde, Gilbert A. , 489, 1012 Trewin, Dennis , 644 van Berkum, Emiel , 745 Author Index 1089

van den Akker, Jan J. H. , 951 W van den Heuvel-Panhuizen, Marja , 30, 396, 729 Wadsworth, Leigh M. , 698 van der Kooij, Henk , 209 Wager, Anita A. , 74 van der Ploeg, Arie , 878, 1014 Wagner, David , 41, 51–53, 188 Van der Veer, Rene , 103 Wagner, Jon , 372 Van Egmond, Warren , 14 Waits, B. K. , 539 Van Es, Elizabeth , 779 Wake, Geoff D. , 52, 210, 220, 224, 226, 468, van Groenestijn, Mieke , 228, 229 556, 559 Van Houtte, M. , 106 Walcott, Crystal , 962 Van Leeuwen, Theo , 709 Walker, Judith , 206 van Lint, Jacobus H. , 287, 757 Walker, Lorraine , 884 van Maanen, Jan , 915 Walkerdine, Valerie , 116, 127, 210, 213, 466 van Oers, Bert , 30, 550, 551 Wall, Kate , 532 van Oosterum, Boers M. A. M. , 602 Walls, Fiona , 57, 58 van Velthoven, Wim , 649 Walsh, Michael , 345 van Zoest, Laura R. , 464, 474 Walshaw, Margaret , 41, 57, 75, 120, 176 Vandebrouck, Fabrice , 699 Wander, Roger , 600, 628, 630, 632, 633 VanLehn, Kurt , 735 Wanderer, Fernanda , 177 Varga, Tamas , 807 Wang, Tsung-Yi , 838, 1012 Vayssettes, Sophie , 839 Wang, Ning , 966 Vazquez, S. C. , 80, 81 Wang, Qiyun , 695 Velleman, Paul , 647, 651 Wang, Tsung-Yi , 775 Vere-Jones, David , 929 Ward, Jenny , 91 Vergel, Rodolfo , 417, 418 Warman, Arturo , 346 Vergnaud, Gérard , 108, 110, 191, 210, 212 Wartofsky, Marx W. , 550, 566 Vérillon, Pierre , 572, 603, 631 Waschescio, Ute , 121, 146 Vermandel, Alfred , 296 Watanabe, Ryo , 839 Verner, Igor , 181 Watanabe, Tad , 882 Verschaffel, Lieven , 30, 550, 551 Waters, Michael , 693 Verzani, John , 648, 651 Watson, Anne , 115, 119, 120, 147, 558, 773, 814 Viadero, Debra , 8 Watson, Jane M. , 644, 645, 666, 667, 679 Vicki Zack , 439 Watts, Michael , 333 Vico, Giambattista , 353 Way, Jenni , 399, 917 Viirman, Olive , 320 Waywood, Andrew , 32, 266, 267 Villani, Vinicio , 969 Wearne, Diane , 156, 158, 160 Villarreal, Monica E. , 592, 696, 699, 702, 712, Weaver, J. Fred , 293 713 WebAssign , 729, 730, 737 Villoutreix, Elisabeth , 839 Weber, Keith , 92 Vincent, Jill L. , 118, 626 Weber, Max , 44 Visnovska, Jana , 778 Webster, Joan Parker , 181 Vistro-Yu, Catherine , 8, 9, 508, 511, 586, 798, Wedege, Tine , 177, 203, 204, 206, 208, 222 902, 953 Weekes, Debbie , 126 Vithal, Renuka , 21, 128, 129, 149, 172, 176, Weeks, Keith , 215, 728 178, 347, 412, 798, 850, 902, 953, Weigand, H.-G. , 599 955, 1019, 1034 Weigel, Margaret , 706 Vogeli, Bruce R. , 807 Weiner, Lois , 106 Voigt, Jörg , 55, 121, 146 Weinzweig, Aurum I. , 979 Volmink, John , 953, 955 Weiß, Manfred , 1027 von Jezierski, Deter , 538 Weisner, Thomas S. , 510 Voss, Tamar , 336 Weissglass, Julian , 341 Vukasinovic, Natasha , 652 Welch, Wayne W. , 486 Vygotsky, Lev , 77, 78, 105, 107–109, 120, Wells, Gordon , 404 146–149, 212, 434, 461, 536, Wenger, Etienne , 44, 110, 116, 119, 169, 177, 551–555, 572, 573, 728, 806 189–191, 211, 397, 404, 558 1090 Author Index

Werry, Beven , 8, 805, 968 Witmann, Erik C. , 401 Wertsch, James V. , 77 Wittgenstein, Ludwig , 443, 451 West, Roscoe L. , 10, 17, 19 Wodewotzki, Maria Lucia , 183 West, Webster , 651 Wolfe, Richard G. , 838, 1012 Westbrook, Susan , 473 Wolley, Norman , 728 Westbury, Ian , 8, 9, 838, 862–864, 951, 979, Wong, Khoon Yoong , 887, 1032 987, 1012 Wong, Ka-Lok , 544, 730, 763 Westwood, Peter S. , 26, 31, 32 Wong, Ngai-Ying , 20, 473, 518, 959, 965 Weyl, Herman , 306 Wood, L. , 124 White, Allan Leslie , 31, 150, 393, 409–411, Wood, Ruth , 532 414, 415, 882, 883 Wood, Terry , 91, 147, 328, 364, 394, 400–402, White, Bruce , 698 780, 850 White, Dorothy , 147 Woodward, John , 87 White, Jeffrey L. , 249, 250 Woolley, Norman , 215 Whitescarver, Keith , 536 Woolman, David C. , 17 Whitney, Hassler , 290 Wooton, William , 284 Whitson, James A. , 115 World Bank , 1011, 1018–1020 Whitty, Geoff , 471, 757, 765 World Class Arena , 726, 727 Wiener, Hermann , 286 Wright, Cecile , 126 Wigﬁ eld, Allan , 512, 839 Wright, EricOlin , 45 Wight, Charles A. , 734 Wright, Robert J. , 85, 409 Wignaraja, Ponna , 346 Wu, C.-J. , 21 Wijers, Monica , 766 Wu, Hung-Hsi , 489 Wikipedia , 486 Wu, Margaret L. , 9, 21, 26, 1009, 1031 Wilcox, Brian L. , 510 Wild, Chris J. , 645, 646, 671, 675, 678, 679 Wild, David G. , 731 X Wilensky, Uri , 699, 763, 767, 770 Xu, Guo-Rong , 43 Wiley, David E. , 489, 838, 1012 Wiliam, Dylan , 486, 721, 723, 724, 733, 738, 747, 765 Y Wilkins, Jessie L. M. , 343 Yackel, Erna , 54, 118, 319, 551, 553 Willey, Ruth , 91 Yahya, Kurnia , 768, 778, 782 William T. Grant Foundation , 486, 507 Yamaguti, M. , 296, 757 Williams, Gaye , 120, 145, 159–161 Yanez, Evelyn , 170, 181 Williams, Julian , 52, 210, 220, 224, 226, 465, Yang, Rui , 1026–1027 468, 549, 556, 558, 559, 839 Yap, Sook Fwe , 874 Williamson, David M. , 723 Yariv-Masal, Tali , 1017 Willis, Sue , 124, 173, 174, 194 Yasukawa, Keiko , 44, 203, 205, 219, 221, 223, Willmore, Edwin , 950, 964 225, 226 Willmore, Thomas , 286 Yates, Frank , 646 Willms, Douglas , 839 Yee, Foong Pui , 1032 Wilson, Barry J. , 651, 808, 950, 952 Yee, Wan Ching , 90 Wilson, G. , 697 Yerushalmy, Michal , 577, 628, 696 Wilson, Melvin , 330 Yin, Robert K. , 333 Wilson, Suzanne M. , 437, 464, 465 Yore, Larry D. , 875, 888 Wilson, W. Stephen , 487, 530 Yoshida, Minoru , 150, 375, 376, 382, Winbourne, Peter , 109, 115, 119, 147, 558 414, 882 Winkelmann, Bernard , 296, 934 Young, Jacob W. A. , 28, 835, 862 Winter, Jan C. , 90 Young, Michael , 45, 218, 235 Winters, Tina M. , 472 Young-Loveridge, Jennifer , 409 Wirszup, Isaak , 812 Youngson, Martin A. , 731, 732 Wise, Lauress L. , 472 Yurita, Violeta , 320, 590 Author Index 1091

Z Zhang, Dake , 9, 961 Zack, Vicki , 346, 400, 437–440, 442, 449, 451 Zhao, Y. , 965 Zang, Li-Fang , 146 Zhu, Yan , 466 Zangeneh, Bijan , 411 Ziefﬂ er, Andrew , 644, 740 Zannoni, Claudia , 340, 446, 779 Zikopoulos, Marianthi , 814 Zaslavsky, Claudia , 809 Zimmerman, Jonathan , 10 Zaslavsky, Orit , 419, 421 Ziqiang, Zhu , 810, 811 Zawojewski, Judith , 306, 307, 550, 558 Žižek, Slavoj , 46, 468 Zbiek, Rose Mary , 518, 520, 599, 602, 623, Zoido, Pablo , 839 624, 626, 628, 629, 631 Zolkower, Betina , 53 Zeichner, Ken , 345 Zoltan Dienes, P. , 536 Zemel, Alan , 705, 708 Zulatto, Rúbia B. A. , 701, 702 Zeuli, John S. , 366 Zuze, Tia L. , 863 Zevenbergen, Robyn , 56, 75, 112–113, 115, Zwick Rebecca , 652 124, 223, 699 Subject Index

A techno-mathematical literacies , 215–216 Abacus , 537–538, 540 transfer of mathematical learning , 224 Abbaco tradition FAME Pestalozzi’s challenge , 15–16 basic education , 219 Treviso Arithmetic , 14 higher education , 217–218 Accountability , 876, 892 fi eld of study Acculturation , 111, 113–115 CHAT , 212 ACE. See Advanced Certifi cate in Education discursive perspectives , 213 (ACE) emergence and identity , 207–209 Action research , 305, 328, 345–353, 398, ethnomathematics perspectives , 211 399, 412 human-capital approach , 233 and collaborative research , 382 international research fi eld , 210 and professional development of teachers , knowledge/skill requirements , 209 368, 380, 384, 397 pedagogy , 222–224 and university-based researchers , 382, 384 situated perspectives , 211–212 Active Mathematics in Classrooms (AMIC), utilitarian perspectives , 210 Brunei Darussalam , 410 IFAME , 220–221 Activity theory , 553, 556, 558, 560, 561, 565 learners quality , 232 ActivStats , 652 LLL concept , 206 The Adult Literacy and Lifeskills Survey main problems , 204 (ALL) , 228 NFAME Adults’ mathematics education (AME) , 4 parents , 219–220 adult defi nition , 204 workplace , 220 aspects of numeracy , 215 adult learner , 221 OECD , 228 aims/goals , 221 policy context curriculum and pedagogy , 221 change , 227 awkward realities , 232 international survey risk , 227–228 contextuality , 206 international surveys of adults’ skills , critical perspectives 227–228 invisibility of mathematics , 225–226 PIAAC (see Programme for the landless peasants , 217 International Assessment of Adult mathematics learning, engagement , 226 Competencies (PIAAC)) motivation to study mathematics , 214 Advanced Certifi cate in Education (ACE) , 450 numeracy for nurses , 215 Advisory Committee on Mathematics social practice , 224–225 Education (ACME) , 496

M. A. (Ken) Clements et al. (Eds.), Third International Handbook of Mathematics Education, 1093 Springer International Handbooks of Education 27, DOI 10.1007/978-1-4614-4684-2, © Springer Science+Business Media New York 2013 1094 Subject Index

Advisory Council for Adult and Continuing Asia-Pacifi c Economic Cooperation (APEC) , Education (ACACE) , 210, 496, 882, 883 497, 507 Asian Development Bank , 818 Affect , 106–111, 115, 117, 129 Assessment Africa , 863 authentic , 782 school mathematics online , 763 African Mathematics Program (Entebbe Assessment tasks for teacher education , 340, Project) , 809 341, 352 Africanizing mathematics education , 809 Assessment and technology colonial infl uence , 809 and the assessment of basic skills , 740 conference of African Ministers of assessment with support , 728–729 Education , 1961, 809 scoring issues and procedures , 723, 724 religious propaganda , 808 Association for Research on the Didactics of African-American students , 83 Mathematics (ARDM) , 933 African Mathematical Union (AMU) , 846 Australia , 72, 86, 92, 102, 124, 384, 399, 402, Africa Regional Congress of ICMI on 408, 412, 415, 416, 461, 464, 472, Mathematical Education 474, 476, 536, 631, 666, 741, 743, (AFRICME) , 925 805, 809, 817, 876, 881–883 Algebra , 396, 417 Australian Association of Mathematics and CAS Teachers (AAMT) , 842 curricula , 599, 600, 602, 629 Australian Council for Educational Research instruction (ACER) , 759, 982 computational transposition , 602 Australian Curriculum, Assessment and Reporting Computer-Intensive Algebra project , 602 Authority (ACARA) , 644–645 developers and mathematics Authentic assessment , 727–728, 747, 748 educators , 602 graphing and spreadsheet program , 602 instrumental genesis , 603 B mathematical knowledge , 603 Babylonian , 526 meta-analytical approach , 602 Basic components of mathematics education re-balanced approach , 601 for teachers (BACOMET) , 933–934 symbolic calculation programs , 601 Bayesian net , 734 tool-assisted procedures , 603 Begle, E.G. , 811, 812 international mathematics curriculum , and SMSG , 811 963–964 Benchmarking , 878 pedagogy , 600, 631–633 Better: Evidence-Based Education journal , 502 representations , 598, 600, 605, 606, 610, Bilingual learners , 80, 81 611, 620–626, 628, 633 Blackboards , 531, 532, 544 transformations , 599, 603, 605, 606, 610, 623 Black English Vernacular (BEV) , 80, 83 American Institutes for Research , 1032 BMDP , 647 Anthropological theory of didactics (ATD) , Bootstrapping , 648 304, 305, 311, 313, 314, 321 Borba, M.C. Anti-colonialist theories , 828 and “ Pass-the Pen” , 701–703, 706–708 APEC. See Asia-Pacifi c Economic and Geometricks , 701, 702 Cooperation (APEC) Borderland discourse , 114 Applets , 652 Brazil , 72, 78, 92, 102, 107, 112, 125, 131, Argentina , 759 696, 713, 804, 816, 869, 877 Arithmetic for all British Council , 810 abbaco tradition , 14–16 British educational system , 801 ability concept , 18 British Society for Research into Learning colonialist assumptions , 16–17 Mathematics (BSRLM) , 933 “Committee of Fifteen” report , 18 Brunei Darussalam , 410 face-to-face teaching , 17 Business-Higher Education Forum (BHEF) , legislation , 17 249, 250 Subject Index 1095

C Cockcroft Report , 209 CAA. See Computer-aided assessment (CAA) Cognition , 105–112, 115, 116 Cabri , 587 Cognitive psychology , 147, 160, 161 Cabri Géomètre , 571, 760 Collaboration Calculator asynchronous , 692, 701, 704, 705 calculation tools , 539 hybrid , 701 controversies , 539 remote , 703 graphical , 696 synchronous , 701 history of , 526, 529, 537, 540 Collaboration in mathematics education , scientifi c , 696 799–801 use in assessment , 724, 738–744, 746, 748 Collaborative learning , 767, 768, 770 Cambodia , 882 Collection of technologies (COT) , 628 Cambridge University , 801 Collective learning , 221 Canada , 72, 369, 530, 536, 653, 667, 816 College Board , 738, 740, 743, 744 Canadian , 373–375 College Entrance Examination Board Canadian Mathematics Education Study (CEEB) , 1023 Group (CMESG) , 933 Colombia , 346–348, 417, 418, 807, 868, 873, Caribbean school mathematics , 807, 820 874, 876, 882, 891 CAS. See Computer algebra system (CAS) Colonialism , 256 Casino problem , 674 and neo-colonialism , 346 Catalonia , 876 and school mathematics , 810 Cell phones , 692 Commission Internationale pour l’Étude et Centre de Recherche sur l’Ensignement des l’Amélioration de l’Enseignement Mathématiques (CREM) , 574 des Mathématiques , 910 Centre for Innovation in Mathematics Teaching Commission for the Study and (University of Exeter), 863 Improvement of Mathematics Centre for International Comparative Studies Teaching (CIEAEM) , 805, 807, (CICS) , 887 816, 817 Centre for Observation and Research in Committee of Inquiry into the Teaching of Mathematics Education (COREM) , Mathematics in Schools , 738 432, 438, 442–444 Commognition , 318 Centre for Research on International Common Core State Standards , 960 Cooperation in Educational Common Core State Standards Initiative Development (CRICED) , 541 (CCSSI) CHAT. See Cultural-historical activity theory K–12 STEM , 491 (CHAT) Race to the Top program , 493 Chicago, 1893 meeting of mathematicians, 802 Common Core State Standards (National Chile , 348 Governors Association (NGA), China , 369, 377, 378, 386, 461, 463–465, 473, USA) , 868 476, 528, 537, 538, 810, 811, 814, Common Core State Standards for 815, 820 School Mathematics (CCSSM) , cultural revolution , 810 1026–1027 Chinese , 377–380 Common Core State Standards (USA) , 488, abacus (suanpan) , 537 491–493, 508 set square , 527 Community of practice (CoP) , 119, 372, Chinese-language Google Scholar , 817 404, 410 CIEAEM. See Commission for the Study and Comparative education , 862 Improvement of Mathematics history of , 862 Teaching (CIEAEM) Compass , 533, 541 Cipherbook , 531 Competencies Classrooms infl uenced by PISA , 872, 874 infl uence of the internet on , 692, 693, infl uenced by TIMSS , 874 696–699, 705, 711, 713–715 Computational transposition , 602 new forms of discourse , 699 Computer-aided assessment (CAA) , 730 1096 Subject Index

Computer algebra system (CAS) , 539, 544, school curriculum, role of , 628–629 730, 731 slow uptake of , 632 and algebra curricula , 602 software , 532, 544 algebra instruction , 601–604 symbolic manipulations , 598 and assessment of learning , 722, 730, 739 symbolic procedures , 600 basic utilities , 598 tabular capabilities , 598, 616 and calculus , 601, 624, 629 theoretical discourse for , 603 and examinations , 630, 631 and technique , 602–604, 606, 609, 612, extending procedures 613, 624, 625, 629, 631, 633 Böhm’s task , 618 technological resources , 598 Diophantine equations , 614 technology , 564 factorization , 612–513 use in assessment , 763 generated table , 618 use in Victoria, Australia , 763 symbolic approaches , 616–617 Computer-based assessment tabular and graphical approaches , and automated scoring , 723, 724, 729, 616–617 731, 734 Tartaglia–Cardano method , 614 and on-line learning systems , 723, 725 TTK framework , 613 compared with paper-based assessment , graphical capabilities , 598 735–737 history of , 598–601 diagnostic feedback , 735 implementation issues diffi culties with , 731 external assessment , 630 effects of sliders , 725 pedagogical technology knowledge, 632 enhancing item presentation , 724, 726 RIPA , 631 partial credit , 726, 730–732 student attitudes , 629 smart tests , 725, 735 technology , 630 world-class tests , 726 implications of , 603, 604, 629–633 Computers in education mathematical concepts game playing , 694 algebraic transformations , 606–607 historical perspectives on , 704 continuity , 610–611 ICMI studies on , 694 epistemic value , 604 Computer-Intensive Algebra project , 602 equation and equivalence , 607–610 Computer technology , 551 formulas and equation solution , 606 and mathematics education , 813 generalization , 604 Concept maps , 341–342 pragmatic value , 604 Confi rmatory data analysis (CDA) , 646, 647 representational versatility , 606 Confucian approach , 153 versatile thinking , 606 Confucian heritage and mathematics , 20, 21 mathematical model Connecting data , 666, 671–674 activity theory , 565 by modelling , 671–674 blackbox , 564 Consciousness to speech method , 15 confrontation , 562 Constructionism , 765 “false,” 561 Constructivism , 310, 401, 464–466, 479, pedagogical opportunities , 600 759, 765 personal , 532, 539, 544 Continuing professional development (CPD) , reasoning opportunities 495, 499 dynamically linked representations , Continuity , 610–611 626–628 CoP. See Community of Practice (CoP) graphical representations , 623–624 Copybook , 531 integrated technology environments , COREM. See Centre for Observation 626, 628 and Research in Mathematics symbolic representations , 620–622 Education and research , 598, 600–605, 609, 613, 626, Costa Rica , 808 628, 630, 631, 633–634 Council of Chief State School Offi cers school algebra , 599 (CCSSO) , 1026 Subject Index 1097

Council of Chief State School Offi cers defi nition , 863 & National Governors degrees of expertise , 864 Association , 1026 design , 864, 871, 872, 874–876, 880, 884, Counting board , 526 888, 890–893 Counting On (CO) program , 409 development , 463, 464, 470–474, 476 Count Me In Too (CMIT), dimensions of Australia , 408 cognitive , 866, 868, 871 Critical friends , 383 conceptual , 866, 868 Critical mathematics education formative , 866, 868 Brazil , 183 social , 866, 868 four aims , 184 education system , 865–866 Frankenstein’s suggestion , 183–184 formative dimensions , 866–867 Freire, Paolo , 183 global level , 867, 868, 872–875, 891 Gutstein’s problems , 187 IEA , 863–864 inquiry cooperation model , 184, 185 implemented , 863–866, 888 “mathemacy,” 184 infl uences mathematical model , 185 assessment , 876–877 Sandra’s comment , 188 classroom levels , 869 societal contexts , 186 data-driven approaches , 877–879 statistical learning , 187 dimension , 870 “Terrible Small Numbers” project , 184 global level , 872–875 two geographical groups , 183 localization , 875–876 Critical theory , 72, 75, 87, 104, 123, 828 mathematics curriculum Cube root block , 534, 535 dimensions , 872 Cuisenaire rods , 536 school level , 872 Cultural-historical activity theory (CHAT) , teacher education 212, 553, 566 ( see Teacher education) Cultural and historical perspectives , 151–152 textbooks , 884–886 Cultural learners, cognition and affect types , 871–872 academic failure children , 108 intended , 863–866, 872–875 binomial interaction , 111 localization of , 871, 872, 875–876, 888, empirical data , 107–108 890–892 focus consciousness , 109 locus of control , 870 poor economic backgrounds , 107 management , 888, 890–893 Culture , 106, 109, 117, 118, 121, 125–127, mathematics , 111–117 129, 130, 808–810, 813, 818–820 national , 873, 876 cognitive development , 108 national standardized tests , 867 cultural infl uences on mathematics OECD , 865 education , 153 policy , 890 defi cit model , 102–104 school-based development , 873 frame , 110 school level , 866 and mathematics curricula social dimensions , 867 ethnomathematics , 111–113 standards , 868 mathematical enculturation and Curriculum Development Council , 874 acculturation , 113–115 Cyprus , 667, 864, 868 semiotic interactions , 115 Czech Republic , 881 universal character , 116 Curriculum , 119, 122, 125–128 attained , 863, 864, 866 D change , 464, 471 Data collection methods , 315, 342, 351 classroom level , 866, 867 DataDesk , 647 cognitive dimensions , 866, 871 DataScope , 648 conceptual dimensions , 866–867 Deaf and hard-of-hearing (DHH) control , 870, 888, 890–893 learners , 79 1098 Subject Index

Defi cit models , 101–132, 223 . See also commognition , 52 Socio-cultural “discursive psychology,” 52 perspectives cognitive , 85 Educational Studies in Mathematics , 53 linguistic minority students , 79 Ryve’s analysis , 51 mathematics learning , 89 SFL tools , 51, 52 Delta conferences , 927–928 social psychology perspective , 52 Denmark , 764, 820, 877, 886 “the mathematics register,” 51 Departemen Pendidikan Nasional , 875 borderland , 114 Department for Education (DfE) , 467 defi cit , 105, 106 Design mathematics , 120 modes , 771–775 social justice , 121–123 networks , 773 Discovery learning , 806 Design experiments , 486 Discrimination in school mathematics , 104 Design research , 401, 409 Discursive approach to mathematics education Deutsche Telekom Foundation , 504 research , 303, 314–316 Developing mathematics educators , 270 communicational framework , 317 ACE course , 450 endorsed narratives and routines , 319 cooperation, teachers and researchers focal analysis , 317 teacher A’s refl ections , 440–441 methodological and epistemological teacher B’s refl ections , 441 grounds , 315 didactical culture and social anticipation , preoccupation analysis , 317 453–454 verbalization skills , 320 ICT , 446–447 visual mediators , 319 mathematical education , 452–453 word use , 319 observation Document camera , 532 COREM , 442 Dragging tool decision-making , 442–443 cognitive implications , 576, 582, 590 learning and teaching , 434–435 dummy locus , 579 learning mathematics , 433–434 equilateral triangle , 578 mathematics activities , 442 spatio-graphical fi eld , 580 ordinary classrooms , 444–445 spectral dragging , 580 pupil–teacher–mathematics, theoretical fi eld , 580 interactions , 437 declarative , 578 student teachers , 436 demonstrative , 578 types , 443 drag-and-drop , 653, 654, 662 practical skills , 449 dragging points , 654–656 pupils interactions , 452 elementary school level , 584–587 specifi c knowledge , 449 epistemological implications teachers vs. researchers declarative and demonstrative Developmental psychology , 147, 154 process , 578 DGE. See Dynamic geometry environment fi gural aspects and geometric (DGE) proofs , 577 Didactical contract , 118 rhombus and quadrilaterals , 577 Didactical cultures , 432, 453–454 Shape Maker , 577 Didacticians , 371–373, 381, 383, 385, 396, 408 spatial and temporal type , 578 Didactic systems , 435 theory of variation , 578 Digital-Math Environment , 732 transformational-saliency Digital technology. See Technology hypothesis , 577 Digital Windows into Mathematics , 703, 706–707 unconscious visual transformation , 577 Diophantine equations , 614 in high school mathematics , 572, 574 Discourse , 102, 104, 118, 127, 129 and invariance , 656 analysis Drexel University’s Mathematics Forum , 696 antagonistic relationship , 53 Drijvers, P. , 753, 763, 764, 766, 768–770 classroom , 51, 52 four assessment policies of , 763–764 Subject Index 1099

Dutch Realistic Mathematics Education English National Curriculum , 502 curriculum , 466 Equations Dynamic geometry environment (DGE) , 320 and equivalence , 607–610 in classroom contexts , 584 conditional , 608 didactical issues , 576, 592 identical , 608 didactic implications , 590–591 surface structure view of , 607 dragging tool Equity , 120 cognitive implications , 579–580 issues with assessment , 739, 744 elementary school level , 584–587 Equity and access , 4–5 epistemological implications , 576–579 aboriginal Australians in homeland in elementary schools , 584–587 communities , 259–260 epistemological issues , 572, 573, 575–578, American Sāmoa , 260 581–584, 587, 590 Botswana , 256–257 and ﬁ nding invariants , 577, 578, 580, liberal perspective 582, 584 Malaysia , 257–259 in high schools , 584, 587–590 marginalization , 248 locus and tracing , 584 NCTM , 247 measurement tool , 580 OTL mathematics , 244 cognitive implications , 582–583 PISA , 245 epistemological implications , 581–582 policy formulation model , 260, 261 high school setting , 587–590 South Africa , 255–256 non-Euclidean geometry , 576 for students , 249 and proof , 571–592 students performance , 253 protocols , 573, 584 teaching mathematics proving process , 576 BHEF , 250 research , 571–573, 579, 580, 583–592 diversity , 250 role of , 572 English-speaking school graduates , 255 semiotic issues , 572–573, 579, 592 language policy , 255 tools , 573, 576, 581, 583–584, 590–592 mainstream view , 251 Dynamic geometry and the internet , 699 politically-motivated attacks , 254 poverty , 253 productive discourse , 254 E VAM approach , 252 Early childhood mathematics , 434 “The Politics of,” 246–247 Early Numeracy Research Project (ENRP), ESM. See Educational Studies in Mathematics Australia , 408 (ESM) East Asia Regional Conference in Ethnicity , 125–127 Mathematics Education Ethnomathematics , 74, 86, 105, 111–115, 117, (EARCOME) , 923–924 125, 808 Ecological validity , 318 classroom , 179 EDA. See Exploratory data analysis (EDA) Hindu-Arabic system , 179 Educational Studies in Mathematics intercultural studies , 147, 154 (ESM) , 289, 311, 315, 330, 332, learners’ views , 180 334, 398 Papua New Guinea , 179 Educational technology , 552 permeability , 178 Educational Testing Service (ETS) , 730, 1013 research program , 177 Education Council , 872, 873 Western mathematics , 177–178 Education policy , 486, 492, 506, 511 ETS. See Educational testing service (ETS) Education technology. See Technology Euclid , 282, 283 Egypt , 820, 882 Euclidean geometry , 284, 287, 306, 307, EMAT project , 759–761 535, 576 Enciclomedia program (Mexico) , 759, European Society for Research in Mathematics 761–762, 773, 784 Education (ERME) , 918–919 Enculturation , 111, 113–115 European Union (EU) , 206, 230, 232 England , 72 Every Childs Counts , 498 1100 Subject Index

Excel , 651, 681, 760 Generalization , 605, 611–613, 615, 616, Exploratory data analysis (EDA) 620, 628 graphical data exploration , 647 Geometer’s Sketchpad , 571 historical overview of , 646 Geometric argumentation , 584 Geometric models , 535 Geometric solids , 534 F Geometry , 411 Facebook dynamic , 531, 541, 543, 544 and education , 692, 695, 715 education , 282, 291 and the relationship revolution , 692 Euclidean , 535 in North Africa , 692 learning tools for , 526 in the Middle East , 692 teaching tools for , 535, 538 research on usage of , 695 virtual environments , 544 Factoring , 612–614, 616, 617 Geometry in school curricula Fathom , 648 After Euclid , 801 aggregate representations , 680 in primary schools , 807 drag-and-drop graphing , 654 Germany , 396, 400, 412, 535, 541, 667, 681, dragging points , 654 801, 804, 864, 869, 873, 876, 879, dynamic nature , 679 886, 891, 1014, 1018, 1019, link multiple representations , 656 1027–1031, 1035 microworlds , 656 and PISA shock , 873 personal features , 680 Ghana , 179, 882 visual nature , 679 Globalization , 397–399, 693, 798 Feminist scholarship , 828 and mathematics education , 798, 818 Financial literacy program , 219 Glocalization , 399 Finland , 891, 1014, 1018, 1021, Good education , 246 1027–1031, 1033 GPIMEM , 702 Finland has a National Board of Education Graphical representations , 605, 611–613, 615, (FNBE) , 1029 616, 620, 628 Finland, international benchmark rankings , Graphing calculators , 651, 652, 696 151–152 Grounded theory , 333, 335, 336, 400 Finnish education system , 152 Guided measuring , 583 First International Mathematics Study (FIMS) , Gutiérrez’s criteria , 73–74 792, 831, 837, 976, 1011 Formal adult mathematics education (FAME) basic education , 219 H higher education , 217–218 Habilidades Digitales para Todos (Mesxico) Formative assessment , 724, 732, 734, 746 program , 759, 762 For the Learning of Mathematics (FLM) , 933 Handbook of Mathematics Teacher France , 758, 764, 771–773, 775, 779 Education , 400 French Mathematical Space (EMF) , 924–925 Hart inversor , 533 Freudenthal, H. , 461, 550, 558, 805, 817 Heller Reports , 746 Freudenthal era , 804 Higher Education Opportunity Function (mathematical concept) , 803 Act , 491 Functions , 602, 605–608, 610–613, 615, 616, History of mathematics , 2, 105 618, 621, 623, 624, 626, 628, 629 arithmetic for all Funds of Knowledge project , 179–180 abbaco tradition , 14–16 Further Mathematics (FM) Network , 498 ability concept , 18 colonialist assumptions , 16–17 “Committee of Fifteen” report , 18 G face-to-face teaching , 17 Garagae observation , 257 legislation , 17 Gender , 123–125 basic mathematics for all Gendered identities , 70, 71 Asian–American students , 21 Subject Index 1101

Confucian-heritage nations , 21 ICME. See International Congress on quality-of-teaching factor , 20 Mathematics Education (ICME) TIMSS , 19, 20 ICMI. See International Commission on beyond arithmetic , 21–22 Mathematical Instruction (ICMI) The Curriculum Revolution, 20th century ICT. See Information and communication Herbartianists , 25, 26 technologies (ICT) humanists and developmentalists , 25 Identity , 105, 110, 115–117, 120 national reports , 24 IGPME. See International group of psychology seven threads , 24–25 in mathematics education (IGPME) social effi ciency educators and Improvement , 462, 463, 475 meliorists , 25 ideological bases for , 466–472 examinations IMU. See International Mathe Mathematics Applicable Project , 29–30 Inclusive liberalism. See Lifelong learning “mathematics for all” (LLL) concept “algebra for all,” 8 India , 528, 810 curriculum design , 8–9 Indonesia , 875, 882 modern mathematics era , 8 Inequality , 123–126, 129–131 Saber-Tooth Curriculum , 9 Inferential statistics scholarly discussion , 10 and Fathom Dynamic Statistical secondary school , 23–24 software , 674 “small-m” and “big-M” forms , 9 hypothesis testing , 674–677 UNESCO , 8 pathways to , 674–678 vertical and horizontal curriculum Infl uences of international studies relationships , 9 cycles of data analysis , 872 non-trivial mathematical modelling , 26–27 localization , 871, 872 numeracy for all , 31–32 national changes , 871 Perryism , 28 on school autonomy , 871 Perry, John concept , 27–28 professional development and teacher RME program , 30, 31 education , 872 schooling for all use of textbooks from other countries , 872 distance education , 14 Informal adult mathematics education elementary forms , 10 (IFAME) , 204 Harding report , 13 Informal Mathematics Learning Project , 92 Indonesia , 11, 12, 14 Information and communication technologies Jomtien commitment , 12 (ICT) , 432, 446–447, 695 Nebres comments , 13 preceded by information technology , 695 populations percentage , 10, 11 Inquiry community , 404, 405 primary and secondary , 12 Institute of International Education , 814 principle , 12 Institutional contexts , 270 religious knowledge , 10 academic networking and research UNESCO , 12, 13 community , 475–476 SMSG , 26 curriculum development and History and Pedagogy of Mathematics (HPM) , evidence-based policy 914–916 Chinese curriculum , 472 Honduras , 882 conceptualization and cultural Hong Kong , 412, 466, 758, 874, 881, 884, 885 specifi city , 473 Hungarian mathematics educators , 818 curriculum decision and mathematical Hungary , 816 ideas , 471 policy makers and teacher biographies , 471 I teaching approach , 472 Iberoamerican Federation of Societies of ideology Mathematics Education culturally dependent , 467 (FISEM) , 932 curriculum content , 467 1102 Subject Index

Institutional contexts (cont.) pedagogical practices , 150 effective practice/program success , 470 public talk , 150 group afﬁ liations , 468 international “video survey” studies , neo-Marxist theory , 467 158–159 problem-solving approaches , 467 learners, and learning processes , 145–146 reform agenda , 469 LPS research design , 468 “between-desk instruction,” 161 societal structures , 469 collaborative negotiation , 157 teaching styles , 467 data generation techniques , 157 value systems , 470 needs , 157 mathematics education and research new mathematical ideas , 162 classrooms , 460 participation patterns , 161 collective conceptions , 461 protocol, common research , 157 communities, of people , 462 qualitative video study , 158 English usage , 462 research , 157, 160–161 international competition , 460 research teams , 157–158 international tests , 461 Williams’ study , 160–161 knowledge , 461–462 qualitative and quantitative studies mathematical activity/performance , 461 experimental research , 148 OECD , 460 large-scale quantitative studies , 148–149 pedagogical attitudes , 461 resourced countries , 149 PISA , 460 TIMSS and PISA , 148 school mathematics , 460 social interaction and meaning making , TIMSS , 460 159–160 publication networks , 474–475 and theoretical perspectives , 146–148 reform TIMSS 1999 Video Study , 156 child-centred approaches , 466 Intergeo project (Europe) , 773–776 constructivism , 464 Intermediate-level professionals , 215–216 inquiry methods , 464 The International Adult Literacy Survey instructional approaches , 465 (IALS) , 228 Japanese mathematics educators , 464 International Association for the Evaluation of “math wars,” 464 Educational Achievement modern conceptions , 464 (IEA) , 1011 veteran/traditional teachers , 465 activities, outcomes , 836–837 training and education researchers , 476–478 design of , 837 Instrumental genesis FIMS , 837 and instrumentalization , 603, 632 First International Mathematics Study , 794 and instrumentation , 603, 632 goal , 793 Instrumental orchestration , 768 international studies , 1011–1012 Interaction patterns , 443 PISA , 838–839 Interactive forms of classroom discourse , 770 SIMS , 837–838 Interactive whiteboard , 699 TIMSS , 838, 864 Inter-American Committee on Mathematics tripartite model for curriculum , 863 Education (IACME) , 911–913 International Association for the Evaluation of Intercultural contexts Educational Achievement (IEA) , 507 challenges ahead , 162–163 and Trends in Mathematics and Science dichotomies Study (TIMSS) , 509 cultural traditions , 153–154 International Association for Statistical in-school and out-of-school , 154, 155 Education (IASE) , 929–930 International Comparative Research International collaboration Studies , 155–156 AAMT , 842 international benchmark rankings action research , 829 Finland , 151–152 British educational system , 801 lesson study , 150–151 channels of communication , 811 Subject Index 1103

contemporary period international community , 844 brain drain phenomenon , 813–814 mathematics teacher education centralization , 813 programs , 845 CIEAEM conferences , 816, 817 postmodern approaches , 828 foreign-born population, United programs/organizations , 832 States , 814 psychometricians , 830 foreign students, United States , 814, 815 quality , 853–855 JRME , 815, 816 RECSAM , 840–842 mathematics teacher education , 815, 816 Royaumont conference , 835 national curriculum , 813 Russian mathematics education , 799, 800 deﬁ nition , 829 school curriculum , 803 design research , 829 social and cultural forces , 832 education administrators , 830 Soviet Union globalization , 798 Africa , 808–809 ICMI , 801, 803, 833–836 Asia/Australia , 809–811 IEA Eastern Europe , 806–807 activities , 837 Freudenthal era , 804 design of , 837 Latin America and Caribbean , 807–808 FIMS , 837 Western Europe and North America , PISA , 838–839 805–806 SIMS , 837–838 teaching and learning, quality , 828 TIMSS , 838 UNESCO , 812 IMU , 802 International Commission on Mathematical inferential statistical approaches , 828 Instruction (ICMI) , 268, 274, 730, International Aid Organizations , 852–853 801, 803, 833–836, 904, 912, 950, international contacts , 803 976, 1010 Iron Curtain , 798 activities , 907 large-scale studies , 831 afﬁ liation , 903, 917–918 lesson study , 829 age , 904 linguistic factors , 828 annual budget , 906 LPS Commission Internationale de analytical tools , 848 I’Enseignement Mathématique authenticity , 847 (CIEM) , 798 cameras and operators , 847 de facto members , 906 country-by-country listing , 848–850 early history of , 801 design , 852 establishment of , 905 leaders , 851 history , 902, 904 non-random sampling , 852 permanent IMU commission , 905–906 reports , 847–848 post-Freudenthal era , 909 requirements , 847 regional conferences research , 847, 848 AFRICME , 925 self-report data , 851 EARCOME , 923–924 structural uniformity , 847 EMF , 924–925 videotaping , 851 role of , 908 mathematics curricula, quality , 828 studies , 17, 694, 763 MERGA , 843 International Commission for the Study and mixed-methods research , 829 Improvement of Mathematics national differences , 819–820 Teaching (CIEAEM) , 910–911 national systems , 800 International Commission on the Teaching of pedagogical and methodological Mathematics , 1010 approach , 803 International Community of Teachers of PME Mathematical Modelling and AMU , 846 Applications (ICTMA) , 550, 552, annual conference , 843–844 557, 920 1104 Subject Index

International Congress on Mathematical data , 1035 Education (ICME) , 290, 328–330, educational policy , 1015–1016 348, 804–805 educational policy, impact of , 1021 International Council on Mathematics in Educational Testing Service , 1013 Developing Countries Germany and Finland , 1027–1031 (ICOMIDC) , 934 IEA , 1011–1012 Internationale Matematik Unterricht INES , 1017 Kommission (IMUK) , 798 infl uences of textbooks , 868, 872 International Group of Psychology in infl uences on classroom practices , 870 Mathematics Education (IGPME) , infl uences on curriculum , 871, 872, 875 43–47, 304, 311, 329, 348, 400, infl uences on teacher education , 872, 449, 572, 813, 913–914 879, 892 Internationalization in mathematics education , international knowledge banks , 1018 814–188 IPMA study , 1014 International Mathematical Union (IMU) , 274, Kassel project , 1014 802, 804, 1010 LLECE , 1014–1015 International mathematics curriculum mean score , 1033 algebra teaching , 963–964 national achievement measures , 1035 conceptual understanding and procedural OECD indicators , 1017 skills , 965–967 PISA , 1012–1013, 1035 creativity and thinking skills , 957, 964–965 policy convergence , 1019–1020, curriculum, defi nition , 951–952 1033–1034 gifted students , 967–968 SACMEQ series , 1014 globalization , 953 Singapore , 1031–1032 internationalization , 953–955 teaching and learning , 1034 learning goals TIMSS , 1015–1016, 1035 in China , 958 USA , 1022–1027 determination , 955 International studies of student achievement. higher-order thinking skills , 956 See Programme for International NCTM goal , 957–958 Student Assessment; Third school curriculum , 956 International Mathematics and in UK , 958–959 Science Study public examinations International Study Group on in China , 961 Ethnomathematics (ISGEm) , classroom, role in , 961 928–929 coursework , 960 Internet , 398, 651–653, 754, 755, 764, 777, 783 mathematical modelling , 960 advantage , 693 TIMSS and PISA , 961–962 algebra , 696 role of , 950 applets , 696 statistics and probability , 962–963 blended learning environment , 701 International Organisation of Women and collaboration Mathematics Education (IOWME) , classroom setting , 706 919–920 Digital Windows into Mathematics , 703 International perspectives geometricks , 701–702 categories , 792 humans-with-media , 702 of policy , 793 information revolution , 704 of practice , 793 problematic dynamics , 706 of profession , 794 student interactions , 705 International Project on Mathematical teacher-centred communication , 705 Attainment (IPMA) study, 863, 1014 virtual math teams , 704 International Society for Technology in visual and textual realizations , 705 Education , 754, 756 different uses of , 697, 700–702, 704, International studies 705, 707 cross-sectional sample surveys , 1033 dynamic geometry software , 699 Subject Index 1105

education resources , 696 operation , 747 Facebook , 692 preparation , 747 fundamental foci , 692 presentation , 747 geometric fi gures , 696 graphical calculators , 696 human–computer interaction design , 700 J infl uence on mathematics education , Japan , 364, 369, 376, 377, 379, 382, 383, 399, 693–700 409, 412, 464, 466, 473, 476, 535, managing and monitoring learning , 714 537, 538, 541, 799, 819, 874, mathematics education sites , 692 881–883 multimodality , 692, 693, 700–701, lesson study , 870, 880, 881 706–709, 714, 715 Japanese , 375–377 networking , 695, 715 Japanese Society of Mathematics number of users of , 694, 703, 707 Education , 574 numerical and alpha databases , 694 Jesuit Educational Institutions , 799 online Journal for Research in Mathematics activities , 695 Education (JRME ) , 327–332, 334, help sites , 697 398, 815, 816 education , 692, 695, 696, 701, Journal of Mathematics Teacher Education 704–706, 713, 714 (JMTE ) , 327–332, 334, 337, 364, 400 mathematics courses , 692 paper-and-pencil medium , 699 pedagogical designs , 692 K performance Kassel Project (UK) , 863 classroom mathematics , 711–712 K–12 education cognitive ecology , 712 CCSSI , 491 images of mathematicians , 709–711 US government agencies , 511 in mathematics , 713 Keli (in China) , 377–379 multimedia authoring tools , 709 Kenya , 882 teaching-as-performance , 713 Kinematical Models for Design Digital technological design principles , 713 Library (KMDDL) , 541 popularization of , 694, 695 KMK , 645 quality of teaching , 694 Korea , 464–466, 476, 819, 864, 868 and real-world data , 699 researchers and curriculum developers , 693–694 L and school mathematics , 704 LaboMEP , 772 software , 696 Landless People Movement of Brazil , 178 spreadsheets , 696 Landscapes of investigation , 118 teacher role , 698 Language factors in mathematics learning and technology , 693–696, 702, 712, 715 code-switching , 257, 258 and textbooks , 691, 692, 714 language of instruction , 254–255 Twitter , 692 policies , 255 virtual environments , 692 Lao Country Paper , 20 Wikipedia , 695 Laos , 882 YouTube , 692 Laptops , 754, 759, 762 Iran , 398, 410, 411, 416, 421, 820 Latin America , 125, 346–349, 352, 758, 773, Iron Curtain , 798 799, 805, 807–808, 814, 815, 817, Israel , 412, 420 818, 863, 869, 870, 872, 874 Italy , 816 Latin American Committee on Mathematics Items Education (CLAME) , 931–932 evidence accumulation , 747 Latin American Laboratory for Assessment of evidence identifi cation , 747 the Quality of Education (LLECE) , multiple-choice , 723, 727, 729, 741, 742 1014–1015 1106 Subject Index

LCM. See Learning Communities Manipulatives , 536, 537 Mathematics Project (LCM) Manor Program (Israel) , 420 Learner’s Perspective Study (LPS) , 407, 412, Making mathematics count (UK) , 496, 497 432, 438, 444–445, 793, 984 Mathematical communication , 268 analytical tools , 848 Mathematical Creativity and Giftedness authenticity , 847 (MCG) , 921–922 “between-desk instruction,” 161 Mathematical learning spaces cameras and operators , 847 collaborative learning , 767 collaborative negotiation , 157 mental learning space , 766 country-by-country listing , 848–850 MobileMath game , 766–767 data generation techniques , 157 out-of-the-classroom/out-of-school design , 852 learning , 766 leaders , 851 for teachers , 767 needs , 157 ubiquitous learning , 766 new mathematical ideas , 162 Mathematical literacy , 723, 724, 865 non-random sampling , 852 Mathematical model participation patterns , 161 computer algebra systems protocol, common research , 157 activity theory , 565 qualitative video study , 158 blackbox , 564 reports , 847–848 confrontation , 562 requirements , 847 “false,” 561 research , 157, 160–161, 847, 848 cultural-historical perspectives research teams , 157–158 academic scientifi c model , 553 self-report data , 851 activity theory , 553 structural uniformity , 847 formal language , 554 videotaping , 851 human labor , 552 Williams’ study , 160–161 schools and academies , 553 Learning communities in mathematics (LCM) scientifi c concepts , 553 (Norway) , 371, 408 scientifi c/theoretical thinking , 554 Learning Communities Mathematics Project Wason’s reasoning task , 555 (LCM) , 371, 373 zone of proximal development , 555 Learning spaces , 765–768, 770 cultural models , 551 Learning trajectories , 768 defi nition , 550–551 L’Ensignement Mathématique (journal) , metacognitive process , 550 801, 803 physical models , 551 Lesson study (LS) , 364, 367, 375–377, problem solving 379–383, 385, 386, 396, 402, 409, Freudenthal tradition , 557 410, 414–416, 421 ICTMA conferences , 557 cultural challenges with , 883 internalisation , 558 and the Japan International Cooperation metacognitive refl ection , 557 Agency (JICA) , 882 realistic and authentic school Liberal Party of Australia , 876 problems , 558 Lifelong learning (LLL) concept, 206, 872, 873 “set up a simple model,” 557 Literacy and Numeracy Studies: An International social motivation , 558 Journal in the Education and verbalism , 557 Training of Adults, 208 traditional , 550 Logo (Seymour Papert) , 757, 760 workplace technology LPS. See Learner’s Perspective Study (LPS) activity theory , 560 Dan’s formula , 559 everyday workplace , 560 M internalisations and externalisations , 560 Making Mathematics Count (MMC) , 497–498 mathematical thought , 560 Malaysia , 399, 414–416 pedagogical models , 560 Mandarin numeration , 82, 83 social and cultural context , 561 Subject Index 1107

spreadsheet formula , 559 laboratories , 535, 538 timeline , 559 statistics learning , 221 Mathematical Sciences Education Board textbooks , 529–531, 535, 541 (MSEB) , 1025 Mathematics analysis software (MAS) , 628 Mathematical teaching spaces , 768–770 Mathematics education Mathematicians , 434, 435, 449, 452, 453 academic fi eld , 269 and education policy , 496, 497 curricular reforms, twentieth century and mathematics education , 497 calculating machines , 287 and mathematics education research , 435 drawing instruments , 286 Mathematics elements , 283 A-level , 504 Euclidean method , 282 and science , 486, 488, 490, 491, 495, 496 geometry , 283 anxiety , 210 German reform movement , 283 assessment manipulatives , 286 authentic assessment , 727–728 modern/new math(s) , 283–286 automated scoring , 723 practical mathematics , 282 CAS , 730 teaching aids , 286 classroom connectivity , 746 curriculum (see International mathematics communications infrastructure , 722 curriculum) computer-and paper-based assessment , development of , 270 723, 735–737 educational policy , 270 computer-based testing , 722 educational problems , 288 distributed cognition , 728 empirical research , 287 dynamic geometry diagram , 730 fi eld of study equity principle , 739, 743–745 epistemology , 267 examination-based assessment , 738 professional and academic , 269 expanding assessment , 725–727 research , 267–268 feedback , 733–735 theoretical fi eld , 269 human-scored partial credit IMU and ICMI , 274 assessment , 732 institutional contexts , 270 Internet technology , 745 as an international discipline , 804 learning principle , 739–743 international handbook Maple visualization tools , 731 epistemology , 267 mathematical assistant , 724, 732 NCTM , 267 mathematically-able software , 728, 739 research , 267 mathematics analysis tools , 723 international studies, national and local mathematics principle , 739–743 policy m-rater scoring engine , 730 cross-sectional sample surveys , 1033 on-line assessment system , 730, 737 data , 1035 pen-and-paper algorithms , 738 educational policy , 1015–1016, 1021 refl ections , 747–748 Educational Testing Service , 1013 spreadsheets and statistics Germany and Finland , 1027–1031 programs , 745 IEA , 1011–1012 standardized vs. dynamic INES , 1017 assessment , 729 international knowledge banks , 1018 StatLab program , 745 IPMA study , 1014 steps method , 731, 732 Kassel project , 1014 student model , 722 LLECE , 1014–1015 student-task interaction , 732–733 mean score , 1033 teacher-friendly tools , 725 national achievement measures , 1035 tutor model , 722 OECD indicators , 1017 Vygotsky’s distinction , 728 PISA , 1012–1013, 1035 WebAssign , 729, 730 policy convergence , 1019–1020, curricula , 489, 490, 506, 519, 522, 523 1033–1034 1108 Subject Index

Mathematics education (cont.) policymakers , 508–510 SACMEQ series , 1014 stakeholders , 507–508 Singapore , 1031–1032 in USA teaching and learning , 1034 Common Core State Standards , 491–493 TIMSS , 1015–1016, 1035 Higher Education Opportunity Act of USA , 1022–1027 2008 , 491 mathematical communication , 268 National Council of Teachers of conferences , 290 Mathematics , 488–489 journals , 276, 289–290 National Mathematics Standards , mathematics teachers association , 278 487–488 mathematics didactics , 289 Mathematics education researchers , 432, plan , 289 435, 437 policy and practice , 270 Mathematics education research (MER) , psychology and 2, 310 active learning , 292 adoption and assimilation of theories behavioural psychological theories , 293 attitudes of mathematicians towards , 509 Decroly’s method , 292 attitudes of policy-makers towards , 509 German kindergarten movement , 292 good practice identifi cation , 47 human and social interactions , 292 heresy/development , 48 instrumental understanding , 293 networking theory , 48–49 practice schools , 291 research contexts , 48 pupil behaviour , 292 “translation” and well-developed social interactions , 293 theory , 48 teaching methods , 292 communication and cognition research , 798, 811–818 interaction , 59–60 social, cultural and political dimensions , discourse analysis 294–296 antagonistic relationship , 53 social justice , 3 classroom , 51, 52 teachers, key stakeholders , 269 commognition , 52 teachers learning , 270 “discursive psychology,” 52 theoretical fi eld , 269 Educational Studies in Mathematics , 53 unbounded Ryve’s analysis , 51 ICMI , 280–281 SFL tools , 51, 52 L‘Enseignement Mathématique , 279–280 social psychology perspective , 52 Mathematics Education Journal (Iran) , 398 “the mathematics register,” 51 Mathematics Education Advisory Board , 490, ethnomathematics , 60, 61 491, 494 evolutionary perspective , 60 Mathematics education policy , 270 Fairclough’s work , 50 Advisory Committee on Mathematics “incommensurability,” 42 Education , 495–496 intertextuality , 42 curriculum reform, in Portugal , 506 Luis Radford’s cultural theory of defi nition , 485–486 objectifi cation , 49 educational reform, in Mexico , 506 Morgan’s comment , 50 in England new perspectives , 50, 51 policy research , 494–496 policies , 486–488, 490, 495, 498, 506, 508, teachers professional development , 509, 511, 519, 522, 523 498–499 postmodern approaches Every Childs Counts , 498 Adler and Lerman’s view , 58 Making Mathematics Count , 497–498 De Andrade report , 58–59 mathematics A-level , 504 discursive analysis , 59 mathematics education research impact and take-up , 57 community , 506–507 Lacan work , 57 National Centre for Excellence in the objectivity , 58 Teaching of Mathematics , 498–501 post-Freudian psychoanalytic theor , 59 Subject Index 1109

“pure mathematics classrooms,” 59 multilinguals and cognitive resources , teaching and learning , 57 80–82 questions and methodologies , 50 multiple resources examination , 77 Skovsmose’s work , 61 refl ection , 93–94 social, political and cultural dimensions , 42 sensory, material and semiotic sociology interplay Bourdieu and Bernstein’s work , 55 blind learners , 78 curriculum hierarchy , 55 DHH learners , 79 ethnomethodology , 54, 55 visuo-spatial representations , 79 “ideological state apparatus,” 56 Vygotsky’s work , 77 power dynamics , 56 societal discourses , 70 socio-cultural perspectives , 54 sociocultural directions , 3 symbolic interactionism and socio–political approaches phenomenology , 54 cognitive behaviours , 74 Vygotsky , 54 discursive positioning , 76 theoretical perspective , 42, 60 “dominant mathematics,” 75 trends and advances enculturation and emancipation , 75 classroom , 46 knowledge , 74, 75 constructivism , 47 social turn , 74 explicit theory , 46 “western mathematics,” 75 global document search function , 44 static characteristic , 70 journals , 43 teacher education non-traditional frames , 43 and cultural sensitivity , 90–91 PME , 43–47 equity , 88–90 psychology , 43 views on equity sub-fi elds , 43 equity defi nition , 72 theoretical frameworks , 47 ethnicity and race , 73 Vygotskian and neo-Vygotskian “fairness” and “justice,” 72 theories , 44 micro and macro criteria , 73, 74 Mathematics Education Research social–political status , 73 Group of Australia (MERGA) , 843, Mathematics problem , 557 916–917, 925 defi nition of , 557 Mathematics, Education and Society (MES) , Mathematics teachers 926–927 and curriculum development , 523 Mathematics knowledge for teaching , 406, 418 professional development , 487, 488, 490, Mathematics learning 498, 501 collaboration , 91–93 roles in policy development , 504 confl icts with mainstream mathematics Mathematics teacher education , 434, 435, education , 71 445–446, 449, 451 defi ciency , 70 action research , 345 defi cit models , 3 classroom practice , 344 disadvantage , 2, 70 emancipatory action research , 346 equity and disability participatory action research cognitive and attitudinal factors , 87 development , 347–349 Dowker’s view , 86 implementation and , 350–352 “dyscalculia,” 85 research , 352 Geary’s study , 85 surveying research methods groups , 84 data construction and data analysis , othering process , 87 335–336 special educational needs , 84 development methodologies , 336–337 underperformance , 86 geographic origin , 331–332 language , 5 ICME10 , 329 language and mediation , 79–80 JMTE , 330–331 linguistic resources , 82–84 participating teachers , 331 1110 Subject Index

Mathematics teacher education (cont.) deﬁ nitions of , 549–566 qualitative and quantitative methods , Modes of belonging 334–335 context transition , 189 referenced research volumes , 333 critical mathematics education (see Critical techniques mathematics education) concept maps , 341–342 ethnomathematics (see Ethnomathematics) narratives/stories , 338–339 imagination, alignment, and engagement , questionnaires/surveys , 343–344 189, 190 tests and tasks , 342–343 mathematics classrooms , 189 videos , 340–341 trajectories formation , 190 Mathematics teacher education research , 352 Wenger’s method , 189 Mathematics teacher educators (MTEs) , 406, Mongolian mathematics education , 818 410, 412, 415, 421 Moscow Mathematics Compendium , 803 Mathematics teacher inquiry , 413, 417, 418, 421 MTE. See Mathematics teacher educator (MTEs) Mathenpoche , 772 Math in Cultural Contexts project , 178 Matrices , 619, 620 N Maya , 528 Nanyang Technological University , 695 Measurement Narrative analysis , 338 with Cabri-Géomètre , 571 National Academy of Sciences , 489 guided , 583, 589 National Assessment of Educational Progress Measure probatoire , 582, 583 (NAEP) (USA) , 865, 886, 1013, Mesure exploratoire , 582 1017, 1024, 1026 perceptual , 583 National Center for Educational Statistics Measurement tool. See Dynamic geometry (NCES) , 245 environment (DGE) National Centre for Excellence in the Teaching Mental learning space , 766, 770 of Mathematics (NCETM) , out-of-school learning , 766 499–504, 508, 510 Merit and meritocracy , 101, 122 National Centre for Excellence in the Meta analyses comparing effects of modes of Teaching of Mathematics (NCETM) assessment , 735 (UK) , 773 Metacognition , 558 Funded Projects Scheme , 502 Mexico , 346, 348, 759–762, 771, 773, 784, independent evaluation studies , 503 869, 883, 884 mathematics A-level , 504 Microworlds , 649–651, 656, 663–666, 673 portal’s homepage , 501 deﬁ nition of , 649 professional learning framework , 500 Ministère de l’Éducation Nationale , 758 self-evaluation tools , 502 Ministère de l’Éducation Nationale, de Teacher Enquiry Bulletins , 502 l’Enseignement Supérieur et de la National Commission on Excellence in Recherche (MENESR) , 758 Education , 1024 Ministerio de Educación Nacional (MEN) , 874 National Council of Teachers of Mathematics Ministry of Education, People’s Republic of (NCTM) , 488–491, 508 China , 574 National Council of Teachers of Mathematics Minitab , 648 (NCTM) (USA) , 72, 247, 267, 277, Minitools , 649 286, 365, 464, 475, 488–489, 574, Miniwatts Marketing Group , 251 645, 696, 704, 755, 865, 933, 1024 Miserable Noten für deutsche Schüler an agenda for action , 1024 [Abysmal marks for German principles and standards (2000) , 867 students] , 1027 standards documents , 1025 Mixed-methods research , 334, 338, 343 standards movement , 491 MMC. See Making Mathematics Count 4th yearbook (1924) , 804 (MMC) National Education Association , 18 MobileMath game , 766–767 National Governors Association Center for Modelling , 549–566 Best Practices , 492, 960 Subject Index 1111

National Library of Virtual Manipulatives for Online mathematics education mathematics education (Utah advantages of , 693, 698, 699 University) , 697 disadvantages of , 693 National Mathematics Advisory Panel , 490, and the internet , 696, 701, 706 491, 494 multimodal forms of , 706 National mathematics curricula , 465 networks of teachers , 698 National Mathematics Curriculum Standards professional development of teachers , (NMCS) (Japan) , 377 696, 698 National Mathematics Standards , 487–488 roles of teachers , 698 National Research Council , 472, 510, 877, 878 On the mathematics curriculum of the high National Research Council Mathematical school , 1023 Sciences Education Board , 739 Opportunity to learn (OTL) mathematics , 244 National Science Foundation , 967 Organisation for Economic Cooperation and NCLB. See No Child Left Behind (NCLB) Development (OECD) , 32, 206, NCTM. See National Council of Teachers of 506, 743, 793, 838, 865, 873, 876, Mathematics (NCTM) (USA) 877, 981, 1011–1013, 1015–1017, NCETM. See National Centre for Excellence 1019–1022, 1025–1031 in the Teaching of Mathematics 2012 International PISA Survey , 724 (NCETM) (UK) and PISA , 150, 151, 509, 724 Neo-Marxism , 467 Organisation for European Economic The Netherlands , 102, 125, 805, 806, 812 Cooperation (OEEC) , 284, 835 Networking , 598, 599 Overhead projectors , 532 and professional geneses , 782–783 Oxford University , 801 of teachers , 698 Neuroscience and mathematics education , 321 Newman error analysis , 422 P New Math (Maths/Mathematics) , 284, 531, Pantograph , 541–543 536, 806, 807, 809, 811, 1027 Parents , 863, 884, 890 difﬁ culties with , 809 Park City Mathematics Institute (PCMI) , 976 News media , 692 Partial credit , 726, 730–732 New Zealand , 102, 125, 208, 402, 408, 413 “steps” method , 731, 732 New Zealand Ministry of Education , 645 Participation , 105, 110, 115–117, 119–121, NMCS. See National Mathematics Curriculum 124, 125, 130 Standards (NMCS) (USA) Participatory action research , 328, 346–353 No Child Left Behind (NCLB) , 1026, 1027 ICME 10 and PME 28 , 348 No Child Left Behind Federal legislation , 488 implementation Non-Euclidean geometry , 576 elements , 350 Non-formal mathematics education investigation , 351 (NFAME) , 204 planning workshops , 351 Nordic Society for Research in Mathematics social framing , 350 Education (NoRME) , 930–931 silence policy , 349 Norway , 369, 371, 373, 408 socio-political role , 349 Norwegian , 371–373 PCK. See Pedagogical content knowledge (PCK) Numeracy development projects (NDP) , 408 Pedagogical approaches Numeracy for all , 31–32 alignment , 190, 193 Numeracy for nurses , 728 boundary crossings , 170 complex transition process , 172 context transition process , 4, 194 O critical mathematics education Observation , 432–438, 442–446, 450, 452 four aims , 184 OECD. See Organisation for Economic Frankenstein’s suggestion , 183–184 Co-operation and Development Gutstein’s problems , 187 (OECD) inquiry cooperation model , 184 One Laptop per Child (OLPC) computer , 759 “mathemacy,” 184 1112 Subject Index

Pedagogical approaches (cont.) in UK , 507 mathematical model , 185 in USA , 491, 492 Sandra’s comment , 188 policy-makers , 507–510 societal contexts , 186 stakeholders , 487, 505, 507–508 statistical learning , 187 Policy convergence , 1019–1020, 1032–1035 “Terrible Small Numbers” project , 184 Policy dimensions , 755, 784 two geographical groups , 183 Polya, G. , 550, 556, 817 dispositions to learn , 172 how to solve it , 807 engagement , 190–192 Polynomials , 613–618 ethnomathematics Postmodern approaches classroom , 179 Adler and Lerman’s view , 58 Hindu-Arabic system , 179 De Andrade report , 58–59 learners’ views , 180 discursive analysis , 59 Papua New Guinea , 179 impact and take-up , 57 permeability , 178 Lacan work , 57 research program , 177 objectivity , 58 Western mathematics , 177–178 post-Freudian psychoanalytic theory , 59 imagination , 190, 192–193 “pure mathematics classrooms,” 59 knowledge transfer , 172 teaching and learning , 57 learning , 195 PowerPoint , 532 ongoing process , 171 Praxis , 121 reﬂ ection , 172–173 Practitioner model , 768 social justice Principles of assessment disadvantage , 173, 174 equity principle , 739, 743–745 drawing process , 173 learning principle , 739–745 educational task , 173 mathematics principle , 739–741, 744, 745 interviews , 176 Problem posing , 865 investigations , 173–175 ProbSim , 648 learners’ perceptions , 172 Professional development (PD) of teachers , mathematics curriculum , 176 396, 450, 632, 872, 880 symbolic violence , 176 and lesson study , 880 Pedagogical content knowledge (PCK) , 394, Professional learning of teachers, 403, 407, 409 396, 402 Programme for the International Assessment Pedagogical technology knowledge of Adult Competencies (PIAAC) (PTK) , 632 aspects of survey validity , 230–231 Perceptual measuring , 583 conception of numeracy , 229–230 Peru , 759 human capital approach , 229 Pew Hispanic Center , 814 OECD , 228 The Philippines , 882 survey design and administration , 230 PISA. See Programme for International Programme for International Student Student Assessment (PISA) Achievement , 72, 990 PME. See International Group of Psychology Programme for International Student in Mathematics Education (PME) Assessment (PISA) , 32, 397, 460, Poland , 819, 869, 877, 880 466, 467, 480, 696, 792, 793, 813, Policy and mathematics education 838–839, 1011–1013, 1015–1018, analysis , 487 1021, 1022, 1026–1036 and assessment , 486, 489 classroom level , 869 and mathematics education research , competencies , 871–874, 889–890 486–487, 494–496, 506–510 content coverage and pedagogy , 863 formation , 496 curriculum (see Curriculum) inﬂ uences on data-driven analyses , 870 in Germany , 504 Europe and Latin America , 870 in Mexico , 506 frameworks , 865, 871, 872, 889–890 in Portugal , 508 hypothetical expectations , 862 Subject Index 1113

international studies , 1012–1013, 1035 Q mathematical content , 865 Quadrilaterals , 587 mathematical literacy , 865 Qualiﬁ cations and Curriculum policy reactions , 869 Authority , 645 primary and secondary analyses , 869 Qualitative Cognition-Focused public examinations , 961–962 Research , 147 schools and classrooms , 869 Qualitative research , 329, 333, 334 situations/contexts , 865 Quantitative literacy for all. See Numeracy students learning and attitudes , 888, 889 for all Sub-Saharan study , 863 Quantitative research , 334 teacher preparation and development , Questionnaires , 335, 343–344 892–893 Quipus , 529 tests on science , 870 textbook use , 892–893 themes , 886 R Programme for International Student Race , 102, 104, 114, 125, 130, 131 Assessment Governing Board , 724 Race to the Top (USA) , 493 Promoting Rigorous Outcomes in Mathematics Radford, Luis , 171, 172, 190 and Science Education (PROM/SE) , Realistic Mathematics Education (RME) 879, 891 program , 30, 31, 466, 806 Proof measuring , 583 Reﬂ ections on teaching , 372, 380 PropWin , 676 Reform mathematics , 463 Prosperity for all in the global economy: Regional Education Centre for Science and World class skills: The Leitch Mathematics (RECSAM) , 832, review of skills , 495 840–842, 854, 855 Providing feedback , 724, 732–735 Requirements of software tools , 649–650 Psychologists , 433, 442 Research and mathematics education agenda , 887–888, 893 research , 432 questions , 888–889 Psychology and mathematics education Research in Mathematics Education active learning , 292 (RME) , 933 AMU , 846 and reform , 461, 463–465, 469–472 annual conference , 843–844 and teaching , 463–469, 471–473, 475, 476, behavioural psychological theories , 293 480, 481 Decroly’s method , 292 Response times , 732, 733, 747 German kindergarten movement , 292 Response types , 722 human and social interactions , 292 Riemann surface , 536 instrumental understanding , 293 RME. See Realistic Mathematics Education international community , 844 (RME) program mathematics teacher education Rotato , 727 programs , 845 Royaumont Conference , 1959, 806 practice schools , 291 Russia , 537, 538, 799, 800, 803, 815, 818 pupil behaviour , 292 berlin wall , 812 social interactions , 293 cold war , 799 teaching methods , 292 history of school mathematics in , 811 PTK. See Pedagogical technology knowledge iron curtain , 805 (PTK) and mathematics education , 818 Public examinations , 887 socialist mathematics , 806–807 in China , 961 sputnik , 805 classroom, role in , 961 Union of Soviet Socialist Republics coursework , 960 (USSR) , 814, 815 mathematical modelling , 960 Russian-language Google Scholar , 817–818 TIMSS and PISA , 961–962 Russian mathematics education , 799, 800 Pythagoras theorem , 527, 614, 791 Rwanda , 759 1114 Subject Index

S Social turn , 104, 105, 119, 296 Salamis Tablet , 526 Socio-cultural perspectives , 103–106, 111, School 120, 121, 129, 131 curriculum, computer algebra systems , classroom dynamic 628–629 classroom designs , 118–119 failure , 102, 103, 107, 108 social negotiations , 117–118 Schooling for all teaching modes , 119–121 distance education , 14 cultural learners, cognition and affect elementary forms , 10 academic failure children , 108 Harding report , 13 binomial interaction , 111 Indonesia , 11, 12, 14 empirical data , 107–108 Jomtien commitment , 12 focus consciousness , 109 Nebres comments , 13 poor economic backgrounds , 107 populations percentage , 10, 11 culture and mathematics curricula primary and secondary , 12 ethnomathematics , 111–113 principle , 12 mathematical enculturation and religious knowledge , 10 acculturation , 113–115 UNESCO , 12, 13 semiotic interactions , 115 School Mathematics Project (SMP) , 806 universal character , 116 School Mathematics Study Group (SMSG) , defi cit model 26, 284, 806, 811, 1022 assumptions , 104 Science, technology, engineering, and characteristics , 102 mathematics (STEM) , 509 research designs , 103 Second International Mathematics Study social justice (SIMS) , 831, 837 ethnicity , 125–127 Self-evaluation tools (SETs) , 502 gender , 123–125 Semiotics , 105, 108, 110, 115, 120 meritocratic model , 121 Sempoa , 537 social class , 127–129 Sesamath Association , 771–772 Socio-economic status , 244, 245 Set square , 527 Sociolinguistics , 105 Shapemaker , 577 Sociology , 105 Singapore , 461, 464, 466, 473, 476, 863, 870, Software 874, 884–887, 1014, 1021, Fathom ( see Fathom ) 1031–1032 TinkerPlots (see TinkerPlots ) National Institute of Education , 886, 887 Software development SINUS project (Germany) , 879 for algebra , 696 Situated cognition , 110 for functions , 696 Slate , 525–544 Soroban , 537 Sliders , 655, 665, 666, 680 South Africa , 72, 102, 119, 125, 128, 412, 758 Slide rule , 529, 537–539 Southern and Eastern Africa Consortium for history of , 529, 537 Monitoring Educational Quality Smith, D.E. (SACMEQ) studies , 1014 end the formation of ICMI , 801 Spain , 806, 868, 869, 871, 873, 876, 884, 886, ties with Germany , 804 891 SMP. See School Mathematics Project (SMP) Spatio-graphical fi eld , 574–576, 580–583, SMSG. See School Mathematics Study Group 587, 589, 590 (SMSG) Specifi c Mathematics Assessments that Reveal Social class , 127–129 Thinking (SMART) , 735 Social factors , 109, 310–313 Spectral dragging , 580 Social justice Spot-and-show orchestration , 769–770 ethnicity , 125–127 Spreadsheets , 598, 602, 615, 622, 648–651, gender , 123–125 681 meritocratic model , 121 SPSS , 647 social class , 127–129 Square root of 2 , 526 Subject Index 1115

Squared paper , 535 technological tools Sri Lanka , 810 applets and stand-alone applications , 652 Stakeholders, mathematics education policy , data and materials repositories , 653 507–508 educational software , 653 Stakeholders in research on teaching , graphing calculators , 652 363–366, 368, 369, 387, 388 multimedia materials , 652 Standardized tests , 864, 866, 867, 873, 876, software packages , 650 877, 886, 888, 890–892 spreadsheets , 651 Standard American English (SAE) , 80, 83 TinkerPlots (see TinkerPlots ) Standards movement (USA) , 491, 508 traditional approaches , 645 Statistical distributions , 666, 668 workplace , 643 Statistical reasoning STEM education , 491, 509 future possibilities , 681–682 Strategic Education Research Partnership support for , 644, 646–650, 655, 659, 662, (SERP) , 506 666, 668, 669, 672, 674, 675, Student-centred pedagogies , 465 678–680 Student teachers , 436, 445–447 as travelling (metaphor) , 678 Studying mathematics teaching and learning Statistical software internationally ActiveStats , 652 comparative research , 976 BMDP , 647 designs and methods CyberStats , 652 classroom studies , 1002–1003 DataDesk , 647, 651, 652 components , 998–999 Excel , 649, 651, 664, 681 cross-national achievement Fathom , 648, 650–654, 674 studies , 1000 Google Spreadsheet , 651 curriculum and textbook analyses , 1003 R package , 651 independent approach , 1000–1001 SAS , 651 interviews , 1001–1002 S package , 647 questionnaires , 1001 SPSS , 647, 651 student achievement tests , 1000 StatCrunch , 651 tasks, students , 1003 Statistics FIMS , 976–977 data-based enquiry , 645 focal studies data collection and exploration , 645 contextual factors , 983 Fathom ( see Fathom ) goals , 984 education LPS , 984 data and chance , 644, 666, 671–674 13th ICMI study , 985 inferential statistics , 647, 671 videotape study , 983 probability and statistics , 671 ICMEs , 976 randomization , 647, 672 IEA studies simulation , 649 assessment framework , 989 with TinkerPlots , 646, 648–650, 653, attained curriculum , 987 671, 682 construct achievement tests , 986 history of implemented curriculum , 987 children’s learning , 648–649 intended curriculum , 987 conﬁ rmatory data analysis , 646 student achievement , 989 exploratory data analysis , 646 target populations , 987 software tool requirements , 649–650 TIMSS 1999 , 988 statistical programming language S , 646 international studies , 977 textbooks , 648 Kassel project , 996–997 inquiry-based pedagogies , 645 large-scale studies intellectual method , 644 FIMS , 979 literacy skills , 645 OECD , 982 “reformed” approach , 645 SIMS , 979–980 statistical inference , 677 TIMSS , 980–981 1116 Subject Index

Studying mathematics teaching (cont.) lesson study , 881–883 LPS , 994–995 Poland approach , 880 multi-faceted design , 1004 SINUS project , 879 PISA , 990–992 text for teachers , 883–884 13th ICMI study , 997–998 videos , 880–881 TIMSS video and case studies Second International Handbook of classrooms , 992 Mathematics Education , 777 coding schemes , 993 technology integration , 780 fi rst approach , 993 video clubs , 779 second approach , 993–994 video resources , 777 third—key—approach , 994 Teacher education and development study in US–Japan problem-solving study , 995–996 mathematics (TEDS-M) , 432, 1012 Suanpan , 537 Teacher education and technology Sudan , 808 inservice , 760, 780–782 Summative assessment , 732, 734 preservice , 760, 778–780 Sur l’épreuve pratique de mathématiques au trends , 778, 780, 792 baccalauréat en France , 764 Teacher Enquiry Bulletins , 502 Survey of Mathematics and Science Teachers, key stakeholders , 269 Opportunities (SMSO) , 983 action research dimension Survey research , 329–337 classroom materials , 383 Sweden , 208, 412 collaborative , 380–382 Switzerland , 536 inquiry-based activity , 380–382 Symbolic representations , 620–623 lesson study , 382 Symbol sense , 622, 625 professional and scientifi c artefacts , 384 Systemic functional linguistics (SFL) tools , refl ective , 380–382 51, 52 videos , 383 alumni , 367 blackboard , 362 T collaboration , 365 TableTop , 648 design research activities , 363 Taiwan , 466, 810, 816 developed and developing countries Tartaglia–Cardano method , 614 Canadian , 373–375 Task–Technique–Theory (TTT) , 613 Chinese , 377–380 Teacher Japanese , 375–377 autonomy , 465 Norwegian , 371–373 biographies , 472 USA , 369–371 craft knowledge of , 394, 398, 412 diagnostic test , 362 inservice , 418 identity , 362 preservice , 418–421 intervention research , 364 refl ections of , 363, 364 management strategy , 365 as researchers , 394, 398, 400–403, 405, professional knowledge , 367 409, 410, 412, 413, 415, 417, 418 recipients , 366–367 Teacher education , 254, 327–353, 432, 434, research and professional development 435, 442, 445–450, 454, 872, classrooms , 386 879–880, 887, 891, 892 lesson-study activity , 386 associative vs. institutional , 778 practitioner constructs , 385 feedback mechanisms , 782 strategies , 385 individual vs. collective , 778 research enterprise , 365 networking and professional geneses , scientifi c community , 366 782–783 scientifi c knowledge , 368 online discussions , 779–780 students investigation , 363 Pairform@nce program , 781 teacher-researcher collaboration , 365 and professional development Teachers learning , 270 German tradition , 880 active teacher participation , 400 Subject Index 1117

classroom activity , 405 Technology , 549–566 collaboration , 345 access to , 754–756, 758, 759, 762, craft knowledge , 394 764–769, 777, 783, 784 design research , 401 calculation tools global infl uences , 397–402 abacus , 537–538 inquiry community , 404 calculator , 539 insider researchers , 403 slide rule , 538–539 knowledge and learning , 403 Chinese set square , 527 large-scale projects competence among teachers , 779 AMIC workshop , 410 computer , 551 CFPR , 408 computer algebra systems , 630 CMIT program , 409 demonstration CO program , 409 colored cubes and rods , 536 facilitated model , 409 cube root block , 534–535 LCM , 408 Cuisenaire rods , 536 LPS , 412 cylinders , 536 LS model , 409–410 geometric models , 535 MTEs , 408–409 geometric solids , 534 numeracy programs , 409 geometry instruction , 533 TBM , 408 Hart inversor , 533 local infl uences , 399 history of , 533 mathematical knowledge , 395 internet , 537 MTE knowledge , 406 laboratory method , 535 outsider researchers , 403 manipulatives , 536–537 participating teachers , 396 physical objects , 536 pedagogical methods , 399 Riemann surfaces , 536 personal refl ections , 393–394 and digital textbooks , 771 preservice programs education , 552 knowledge, levels , 419 fundamental symbolic tools , 528 teacher-educator program , 419, 420 guiju , 527 professional development , 396 He Tu , 527–528 small-scale professional learning projects information display tool , 531–532 communication and participation , 413 information storage tool , 529–531 data collection , 417 integration , 754–759, 763–765, 774, 778, insiders and outsiders , 417 781–783 LS , 414 Luò Shû , 527–528 schools and university , 417 and mathematics education , 526 TIMSS video study , 414 Mayan calendar wheels , 528–529 teaching–learning development , 403 modelling and technology theory and theory development , 400 ( see Mathematical model) Teachers as researchers , 382–384, 439 quipus , 529 Teaching better mathematics (TBM) project, Salamis Tablet , 526 Norway , 408 in school mathematics Teaching Mathematics with Technology evolution of , 598, 599, 628 (EMAT) program (Mexico) , 759 limitations of , 598, 611, 616 Technological Pedagogical and Content research into , 598, 602–604 Knowled ge (TPACK) , 768 square root of 2 , 526 Technological tools statistics ( see Statistics) DataScope , 648, 650 three-policy dimensions , 784 InspireData , 649 and traditional textbooks , 771 Minitab , 648, 651 in twenty-fi rst century ProbSim , 648, 650 Kinematical Models for Design Digital TableTop , 648–650, 658 Library , 541 TinkerPlots , 650, 651, 653 pantograph , 541 1118 Subject Index

Technology (cont.) TEDS-M. See Teacher education and techno-pedagogic task design , 544 development study in mathematics webbing , 543 (TEDS-M) two-policy dimensions , 755 Textbook companies and assessment , 731 Technology-driven developments and policy Textbooks , 598, 605 implications effects of international studies on , 892 access/support dimension , 754, 755 importing textbooks , 884, 893 assessment policies , 763–764 Singapore mathematics textbooks , 884, 885 constructionist , 765 Textbooks and the Internet , 691, 692, 714 constructivist , 765 Text messaging , 695 digital resources, profusion Thailand , 882 individual/collective , 776 Theoretical fi eld , 574, 580–583, 587, 590 Intergeo project , 773–774 Theories of mathematics education , 303–321 policy questions , 771 Anna Sfard’s commognitive framework production paradigm , 776 communicational framework , 317 resources quality , 775–776 endorsed narratives and routines , 319 Sesamath Association , 771–772 focal analysis , 317 digital technology , 757 methodological and epistemological individual students and teachers grounds , 315 learning , 754 preoccupation analysis , 317 mathematical learning spaces verbalization skills , 320 collaborative learning , 767 visual mediators , 319 mental learning space , 766 word use , 319 MobileMath game , 766–767 APOS theory , 309 out-of-the-classroom/out-of-school ATD , 313 learning , 766 authentic task situations , 312 for teachers , 767 didactical transposition , 313 ubiquitous learning , 766 grand theory , 310 mathematical teaching spaces , 768–770 international community , 305 National curricula recommendations MER , 310 EMAT project , 759–761 neo-Piagetian theory , 313 Enciclomedia , 761–762 operational defi nition , 308 Habilidades Digitales para Todos physical and natural sciences , 308 program , 762 Piaget’s theory , 309 OLPC computer , 759 PISA , 312 pedagogical and implementation psychological learning theory , 311 strategies , 759 scientifi c research , 310 new educational paradigms , 756–758 six-stage theory , 307 teacher education strengths and weaknesses , 312 associative vs. institutional , 778 structural mechanism , 308 feedback mechanisms , 782 Theory development , 304, 306, 309, 310 individual vs. collective , 778 Theory of didactical situations (TDS), 305, 313 networking and professional Theory of Mathematics Education (TME) , geneses , 782–783 296, 401, 934 online discussions , 779–780 Theory of multiple intelligences , 105 Pairform@nce program , 781 Third International Mathematics and Science Second International Handbook of Study , 72, 244, 460, 461, 466, 467, Mathematics Education , 777 473, 475, 480, 810, 813, 819, 831, technology integration , 780 838, 980, 1012 video clubs , 779 affective outcomes/perspectives , 864 video resources , 777 classroom level , 869 three policy dimensions , 784 competencies , 871, 874, 889–890 top-down/bottom-up dimension , 754 content coverage and pedagogy , 863 two policy dimensions , 755 content domains , 864 Subject Index 1119

curriculum (see Curriculum) Treviso Arithmetic , 14 frameworks , 867, 871, 889–890 Triarchic theory of intelligence , 105 hypothetical expectations , 862 Twitter , 692, 715 primary and secondary analyses , 869 cTWO , 645 processes/performance expectations , 864 South East Asia and United States , 870 students learning and attitudes , 888, 889 U Sub-Saharan study , 863 Understanding , 105, 107, 111, 113, 117, 120, teacher preparation and development , 123, 125, 128, 131 892–893 UNESCO. See United Nations Educational, tests on science , 870 Scientiﬁ c and Cultural Organisation textbook use , 892–893 (UNESCO) video study , 878 UNICEF , 852, 853 TIMSS. See Third International Mathematics Unione Matematica Italiana , 574 and Science Study; Trends in United Kingdom (UK) , 102, 127, 128, 399, 461, International Mathematics and 464, 467, 469, 472, 480, 535, 801, Science Study 805, 806, 808, 811, 813, 816, 1017 TinkerPlots United Nations Development Programme , 227 aggregate representations , 680 United Nations Educational, Scientiﬁ c and basic actions , 659 Cultural Organisation (UNESCO) , Connections Project , 686 12, 13, 754, 756, 808, 809, 812, data connection , 671 863, 934, 1011, 1014–1017, 1020 data exploration with , 666–671 United States of America (USA) , 72, 102, dynamic nature , 679 124–126, 365, 369–371, 377, 380, microworlds , 650 383, 384, 386, 399, 412, 415, 421, in middle schools , 658, 666, 681 473, 530, 598, 739, 804, 806, 808, multivariate representations and analysis , 811–816, 818, 819, 868, 870, 660–661 879, 881–886, 1014, 1017, organizing and representing data , 658–660 1021–1028, 1035 personal features , 680 international studies , 1022–1027 in primary schools , 658, 668 mathematics education policy random samples , 680 Common Core State Standards , 491–493 reorganizing virtual data cards , 659 Higher Education Opportunity Act of simulation , 650, 658, 661–663, 671, 672 2008 , 491 visual nature , 679 National Council of Teachers of Tools Mathematics , 488–489 of calculation , 529, 537–539 National Mathematics Standards , of demonstration , 529, 532–537 487–488 of information display , 529, 531–532, National Research Council , 739 539, 540 United States Bureau of Education , 1010 of information storage , 529–532, 540 United States Department of Education , 473 for reasoning , 626–628 University mathematicians , 320 Towards an Inclusive Mathematics Education , University of Modena (Italy) , 541 92, 93 laboratory of mathematical machines , 541 TPACK. See Technological Pedagogical and Uruguay , 759, 819 Content Knowled ge (TPACK) USA. See United States of America (USA) Training model , 88 U.S. Census Bureau , 814 Transition , 114 U.S. Commissioner of Education , 10, 11, 15, Transition studies , 320 16, 19 Trends in International Mathematics and U.S. Department of Education , 488, 489, 491 Science Study , 19, 20, 397, 414, US National Council of Teachers of 1011, 1012 Mathematics , 464 international studies , 1015–1016, 1035 Utah University , 696 public examinations , 961–962 Utilitarian perspective , 246 1120 Subject Index

V Webbing , 543 Validation measuring , 583 Western mathematics educators , 807, 817 Validity issues , 723, 728, 734, 736, 737, WFNMC. See World Federation of National 739, 747 Mathematics Competitions Value-added measures (VAM) approach , 252 (WFNMC) Venezuela , 349, 351 Whiteboards , 532 Verbalization in mathematics education , 320 interactive , 532 Victoria (Australia) , 763 Wikileaks , 692 Victorian Certiﬁ cate of Education Wikipedia , 692, 695, 708 (VCE) , 744, 746 Workplace mathematics , 215 Victorian Curriculum and Assessment World Bank , 818, 1011, 1018–1020 Authority (VCAA) , 740, 743, 746 World Class Arena , 727 Video analysis , 340, 341 World Federation of National Video-recordings of mathematics Mathematics Competitions classrooms , 408 (WFNMC) , 813, 921 Video studies World Wars , 799, 801–805, 807, 810 qualitative, LPS , 158 and mathematics education , 801–804, 807 TIMSS 1999 Video Study , 156 World Wide Web (WWW) , 694, 704, 713 Videotaped lessons , 381 Virtual learning environments , 543, 544 Virtual pantograph , 543 Y Vygotsky-inspired activity theories , 828 Yolngu Matha , 259 YouTube , 692, 700, 709

W Wandering measuring , 582 Z Wason’s reasoning task , 555 Zone of Proximal Development (ZPD) , 120, Web , 525–544 555, 561, 564, 565