This book brings together leading researchers in mathematics education to share personal narratives of key mathematical moments or ideas that inspired, surprised, or helped direct their research. While the fruits of research activities and products are shared at scholarly conference and journals, the footprints of mathematics that ignited the research processes is often behind the scenes and only acknowledged informally. To make mathematics an essential component and a determining driving force of mathematics education research more visible, chapters in this book highlight the indispensable and indisputable role of mathematics in mathematics education research.

The book is unique and timely in addressing the essential, but increasingly side-lined, role of mathematics that permeates mathematics education research journals, graduate programs, and the personae of the next generation in the profession. It renounces the shift away from mathematics and attempts to restore the place and value of mathematics by presenting elegant, intriguing, and substantial contributions to mathematics education that have come from keeping mathematics at the core of research pursuits. Each chapter shares a journey in mathematics education research that was inspired by an affinity for mathematics, and that helped shaped the field as we know it. Each author shares insights and reflections on the status of mathematics in the mathematics education community, how it has changed, and what further changes might be expected.

This edited volume is of major interest to the mathematics education community, including mathematics educators, teacher educators, researchers, professional development providers, and graduate students.

Provides narratives and experiences of the research endeavor in mathematics education Depicts the elegance of mathematics through personal adventures and explorations Brings together great minds in mathematics education who have led at the forefront of developments

Autorentext

Xiaoheng (Kitty) Yan is a Postdoctoral Fellow at the University of Toronto, Canada. Her research experience and expertise are in proof and proving at the secondary and university levels, mathematical content knowledge of prospective teachers, and the use and integration of digital technology in mathematics learning.

Ami Mamolo is Associate Professor at Ontario Tech University, and co-Director of the Centre of Mathematics Education at the Fields Institute, Canada. Her research explores how to foster and elicit reasoning that can disrupt misguided and ingrained preconceptions about mathematics content, learning, and teaching.

Igor' Kontorovich is an Associate Professor at the University of Hong Kong, China. His research concerns mathematics teaching and learning at the university level, including secondary-tertiary transition, undergraduate and graduate studies. Accordingly, mathematics the main focus of the proposed book lies at the heart of our educational scholarship.

Inhalt

Chapter 1. Introduction.- Chapter 2. Improving Students' Learning of Mathematics: Lessons from Several decades of Research.- Chapter 3. What makes Abstraction in Context specific to Mathematics?.- Chapter 4. Through Mathematical Eyes.- Chapter 5. The Nature and Significance of Proof in Mathematics Education.- Chapter 6. The role and nature of applied mathematics in the teaching and learning of mathematical modelling.- Chapter 7. An Educative Journey from Mathematician to Mathematics Educator: Interplay between theory and practice.- Chapter 8. Pleasures in and from Mathematics and Mathematics Education.- Chapter 9. The Journey of Problem Solving and Problem Posing in High School Mathematics in Brazil.- Chapter 10. Revis(it)ing the English Mathematics Register.- Chapter 11. Struggles and Agonies in Shaping a Cultural-historical Conception of Mathematics.- Chapter 12. Towards an epistemic kinship between school mathematics and the mathematics of mathematicians.- Chapter 13. Reflectionson Mathematical Thinking and Engaging with Mathematics Thoughtfully.- Chapter 14. Mathematics of Students.- Chapter 15. Making Sense of Mathematics for Mathematicians and Students.- Chapter 16. When the Process is not the Object of Learning in Mathematics.- Chapter 17. A Journey from a Question in Mathematics to a Theory of Calculus Learning and Teaching.- Chapter 18. Advancing Mathematical Thinking through Problem-solving: A Colombian Perspective.- Chapter 19. Understanding mathematics in mathematics education: An Exploration of Mathematical Learning Qualities.- Chapter 20. Seeing, and Seeing Through, Opportunities for Learning Mathematics.- Chapter 21. Roundtrips from Teaching to Research in Mathematics Education.-Chapter 22. Epilogue.