New Directions in Mathematics and Science Education
Series Editors:
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Wim Van Dooren
Wim Van Dooren
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Paul van Kampen
Paul van Kampen
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Mathematics and science education are changing all the time. New insights into how people of all ages know, learn, and develop, and technological and societal developments influence new models of teaching and curriculum design, and new approaches to research in science and mathematics education. The recent literature in both fields includes contributions focusing on issues and using theoretical frames that were unknown a decade ago.
The purpose of this series is to encourage the publication of books at the cutting edge of both fields. The series aims at becoming a leader in providing refreshing new work, and to stimulate discussion and fruitful exchange between the various research communities that engage in mathematics and science education research. While discipline-based mathematics and science education research – concerning the teaching and learning of specific mathematical and scientific topics – is at the core of the series, the series will explore inputs from other fields such as cognitive and educational psychology, educational technology, semiotics, linguistics, and many more. The series also aims to bridge the mathematics and science education communities, exploring the interplay between science and mathematics education far beyond a traditional view of mathematics as a tool for solving science problems and science as a context for mathematical problems.
The series is intended not only to foster books concerned with knowing, learning, and teaching in school, but also with doing and learning mathematics and science across the whole lifespan (e.g., science in kindergarten; mathematics at work).
The purpose of this series is to encourage the publication of books at the cutting edge of both fields. The series aims at becoming a leader in providing refreshing new work, and to stimulate discussion and fruitful exchange between the various research communities that engage in mathematics and science education research. While discipline-based mathematics and science education research – concerning the teaching and learning of specific mathematical and scientific topics – is at the core of the series, the series will explore inputs from other fields such as cognitive and educational psychology, educational technology, semiotics, linguistics, and many more. The series also aims to bridge the mathematics and science education communities, exploring the interplay between science and mathematics education far beyond a traditional view of mathematics as a tool for solving science problems and science as a context for mathematical problems.
The series is intended not only to foster books concerned with knowing, learning, and teaching in school, but also with doing and learning mathematics and science across the whole lifespan (e.g., science in kindergarten; mathematics at work).
Homeostasis and Novelty in Teaching and Learning
Volume 33
978-90-04-39163-5
Thinking with the Late, Spinozist Vygotsky
Volume 32
978-94-6300-926-3
Theoretical, Methodological and Empirical Explorations
Volume 30
978-94-6300-528-9
Indigenous Knowledge and Mathematical Thinking in Brazil
Volume 29
978-94-6209-866-4
Celebrations of Diversity of Mathematical Practices
Volume 24
978-94-6091-921-3
Sharing and Understanding Mathematics Education Policies and Practices
Volume 19
978-94-6091-228-3
A Multisited Ethnography of Learning and Becoming in an Afterschool Program, a Garden, and a Math and Science Upward Bound Program
Volume 18
978-94-6091-201-6
Lecturing is Thinking with Hands, Eyes, Body, & Signs
Volume 17
978-94-6091-192-7
In Praise of Diversity, Heterogeneity, Hybridity
Volume 14
978-90-8790-672-6
Innovative Strategies for Effecting Change in Urban School Contexts
Volume 11
978-90-8790-437-1
Case Studies of Noted Living Science Educators
Volume 9
978-90-8790-228-5
Preservice Teachers' Images of Knowing (by Heart ) in Mathematics and Science
Volume 8
978-90-8790-214-8
Sociocultural and Cultural-Historical Perspectives
Volume 7
978-90-8790-126-4
Learning Identity, Gender, and Power via Engineering Practice
Volume 6
978-90-8790-353-4
A Sociocultural Approach
Volume 5
978-90-8790-366-4
From History, Epistemology and Cognition to Classroom Practice
Volume 2
978-90-8790-169-1
Series Editors:
Wim Van Dooren, KU Leuven
Paul van Kampen, Dublin City University
Editorial Board:
Mieke De Cock, KU Leuven
Merrilyn Goos, University of the Sunshine Coast
Ignacio Idoyaga, University of Buenos Aires
Matthew Inglis, Loughborough University
Mila Kryjevskaia, North Dakota State University
Kira Martinez, Universidad Nacional Autónoma de México
Miguel Ribeiro, State University of Campinas
Hamsa Venkat, Dublin City University
Kai-Lin Yang, National Taiwan Normal University
Founding Editors:
Wolff-Michael Roth
Lieven Verschaffel
Wim Van Dooren, KU Leuven
Paul van Kampen, Dublin City University
Editorial Board:
Mieke De Cock, KU Leuven
Merrilyn Goos, University of the Sunshine Coast
Ignacio Idoyaga, University of Buenos Aires
Matthew Inglis, Loughborough University
Mila Kryjevskaia, North Dakota State University
Kira Martinez, Universidad Nacional Autónoma de México
Miguel Ribeiro, State University of Campinas
Hamsa Venkat, Dublin City University
Kai-Lin Yang, National Taiwan Normal University
Founding Editors:
Wolff-Michael Roth
Lieven Verschaffel
Educational researchers and their students