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 vari- ous 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 tech- nologies 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 prob- ability and statistics, the design and use of e-learning and software tools for teach- ing 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 in fl 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 mathe- matics 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 mathe- matics 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