This book opens the case on collaboration among mathematicians and mathematics educators. The authors of this book provide their research and experience based insights on collaboration to inspire the young generation of the mathematics community to engage in productive collaborations and exchange of knowledge early in their careers. These valuable collaborations are anticipated to generate innovative research questions that set new and novel paths for mathematics education research with ample possibilities yet to be realized and discovered.

Encourages young mathematics educators and mathematicians to work together as early as possible Raises new questions that set a new path for the community to consider in the future Seeks ways of solving the mathematics education problems both communities are facing

Autorentext
Sepideh Stewart is a Professor of Mathematics Education at the David and Judi Proctor Department of Mathematics, University of Oklahoma. She is the editor of And the Rest is Just Algebra (2017) and co-editor of Challenges and Strategies in Teaching Linear Algebra (2018). She is one of the guest editors of a ZDM special issue on "Research on Teaching and Learning in Linear Algebra" (Issue 7, 2019). She is also one of the guest editors of a special issue of Problems, Resources, and Issues in Mathematics Undergraduate Studies (PRIMUS), titled Linear Algebra Education: An International Perspective (in preparation). Her current research interests are in Linear Algebra education. Since 2009, she has been working on several projects on mathematics education at the university level collaborating with mathematicians. She also serves as the Chair of the Education Committee of the International Linear Algebra Society (ILAS).

Inhalt
Chapter 1. Reflecting on teaching mathematics at university: Collaboration among mathematics educators and mathematicians.- Chapter 2. Promoting effective collaboration in the mathematics community.- Chapter 3. Synergy between mathematicians and mathematics educators: Stories of many, and potent, facets.- Chapter 4. Mind the Gap: Reflections on Collaboration in Research and Teaching.- Chapter 5. Students enjoying transformed and improved learning experiences of mathematics in higher education.- Chapter 6. Identifying minimally invasive active classroom activities to be developed in partnership with mathematicians.- Chapter 7. Didactics of Mathematics as a field of mathematical research: the anthropological approach.- Chapter 8. Collaborative evaluation of teaching and assessment interventions: ideas from realistic evaluation.- Chapter 9. The development of inquiry-based mathematics teaching and learning.- Chapter 10. The Intimate Interplay Between Developing Teaching and Exploring Mathematics Through Reflecting in, on, and for, Teaching.- Chapter 11. Signatures of Teaching Mathematics.- Chapter 12. Long-term principles for meaningful teaching and learning of mathematics.