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Series Editor: David Clarke
The Learner’s Perspective Study provides a vehicle for the work of an international community of classroom researchers. The work of this community will be reported in a series of books of which this is the second. The documentation of the practices of classrooms in other countries causes us to question and revise our assumptions about our own practice and the theories on which that practice is based. International comparative and cross-cultural research has the capacity to inform practice, shape policy and develop theory at a level commensurate with regional, national or global priorities. International comparative research offers us more than insights into the novel, interesting and adaptable practices employed in other school systems. It also offers us insights into the strange, invisible, and unquestioned routines and rituals of our own school system and our own classrooms. In addition, a cross-cultural perspective on classrooms can help us identify common values and shared assumptions, encouraging the adaptation of practices from one classroom for use in a different cultural setting. As these findings become more widely available, they will be increasingly utilised in the professional development of teachers and in the development of new theory.

Authors are cordially invited to submit proposals and/or full manuscripts by e-mail to the Aquisitions Editor, John Bennett.
Series Editors: Adalira Saénz-Ludlow and Luis Radford
This series is dedicated to the diversity of semiotic perspectives that, directly or indirectly, influence the learning and the teaching of mathematics.
Themes and Issues from an African Perspective
This book examines the Ethiopian higher education sector through an exploration of its various dimensions, challenges and prospects. Albeit one of the largest systems in the continent, the sector has received little research attention in the past. The book bridges this gap by marshalling a variety of current themes and issues with their wider implications for continental and global higher education. The chapters are structured in such a way that general readers, professionals and students of higher education can have a good grasp of the Ethiopian higher education sector as a microcosm of the African higher education ecosystem.
Volume Editors: Amal Sharif-Rasslan and Dina Hassidov
In this book, 23 contributors offer new insights on key issues in mathematics education in early childhood. The chapters cover all mathematics curriculum-related issues in early childhood (number, geometry, patterns and structures and mathematics in daily life). Special attention is given to teachers knowledge and innovative research issues such as quantifiers among young children.

Contributors are: Abraham Arcavi, Ruthi Barkai, Douglas H. Clements, Bat-Sheva Eylon, Dina Hassidov, Rina Hershkowitz, Leah Ilani, Bat-Sheva Ilany, Candace Joswick, Esther Levenson, Zvia Markovits, Zemira Mevarech, Joanne Mulligan, Sherman Rosenfeld, Flavia Santamaria, Julie Sarama, Juhaina Awawdeh Shahbari, Amal Sharif-Rasslan, Tal Sharir, Nora Scheuer, Pessia Tsamir, Dina Tirosh and Ana Clara Ventura.
Author: Sharada Gade
This book is about the reflective journey of Sharada Gade, a teacher-practitioner who turned into a researcher-practitioner. The book holds many lessons, as the author talks about her collaboration with teachers and her experience in coauthoring research reports with them. She also discusses how to teach and implement instructional interventions. This practical knowledge is supported by perspectives from cultural historical activity theory (CHAT). Such a stance offers conceptual clarity to the book's lessons by drawing from across continents, institutions and academic fields. The culmination of these efforts makes for fascinating reading, one that sheds much needed theoretical-practical light for practitioners to take transformative action in their own classrooms.
These essays draw on recent and versatile work by museum staff, science educators, and teachers, showing what can be done with historical scientific instruments or replicas. Varied audiences - with members just like you - can be made aware of exciting aspects of history, observation, problem-solving, restoration, and scientific understanding, by the projects outlined here by professional practitioners. These interdisciplinary case studies, ranging from the cinematic to the hands-on, show how inspiration concerning science and the past can give intellectual pleasure as well as authentic learning to new participants, who might include people like you: students, teachers, curators, and the interested and engaged public.

Contributors are Dominique Bernard, Paolo Brenni, Roland Carchon, Elizabeth Cavicchi, Stéphane Fischer, Peter Heering, J.W. Huisman, Françoise Khantine-Langlois, Alistair M. Kwan, Janet Laidla, Pierre Lauginie, Panagiotis Lazos, Pietro Milici, Flora Paparou, Frédérique Plantevin, Julie Priser, Alfonso San-Miguel, Danny Segers, Constantine (Kostas) Skordoulis, Trienke M. van der Spek, Constantina Stefanidou, and Giorgio Strano.    
K-8 Lesson Plans for Ecological and Social Change
Eco-Mathematics Education strives to show how everyone can experience the embedded connection between mathematics and the natural world. The authors’ sincere hope is that by doing so, we can radically change the way we come to understand mathematics, as well as humanity’s place in the ecosystem. The book hopes to accomplish this by providing in-depth lesson plans and resources for educators and anyone interested in teaching and learning mathematics through an ecological aesthetic perspective. All lessons are based on the inquiry method of teaching, aligned to standards, incorporate art projects inspired by famous artists, and utilize recycled and/or natural materials as much as possible.
Over the past 50 years the Department of Science Teaching at the Weizmann Institute of Science in Israel was actively involved in all the components related to curriculum development, implementation, and research in science, mathematics, and computer science education: both learning and teaching. These initiatives are well designed and effective examples of long-term developmental and comprehensive models of reforms in the way science and mathematics are learned and taught. The 16 chapters of the book are divided into two key parts. The first part is on curriculum development in the sciences and mathematics. The second describes the implementation of these areas and its related professional development. Following these chapters, two commentaries are written by two imminent researchers in science and mathematics teaching and learning: Professor Alan Schonfeld from UC Berkeley, USA, and Professor Ilka Parchman from IPN at the University of Kiel, Germany. The book as a whole, as well as its individual chapters, are intended for a wide audience of curriculum developers, teacher educators, researchers on learning and teaching of science and mathematics and policy makers at the university level interested in advancing models of academic departments working under a common philosophy, yet under full academic freedom.

Contributors are: Abraham Arcavi, Michal Armoni, Ron Blonder, Miriam Carmeli, Jason Cooper, Rachel Rosanne Eidelman, Ruhama Even, Bat-Sheva Eylon, Alex Friedlander, Nurit Hadas, Rina Hershkowitz, Avi Hofstein, Ronnie Karsenty, Boris Koichu, Dorothy Langley, Ohad Levkovich, Smadar Levy, Rachel Mamlok-Naaman, Nir Orion, Zahava Scherz, Alan Schoenfeld, Yael Shwartz, Michal Tabach, Anat Yarden and Edit Yerushalmi.
Volume Editors: Annica Andersson and Richard Barwell
There is no shortage of urgent, complex problems that mathematics education can and should engage with. Pandemics, forest fires, pollution, Black Lives Matter protests, and fake news all involve mathematics, are matters of life and death, have a clear political dimension, and are interdisciplinary in nature. They demand a critical approach. The authors in this volume showcase new insights, teaching ideas and new and unique ways of applying critical mathematics education, in areas as diverse as climate change, obesity, decolonisation and ethnomathematics. This book demonstrates that there is plenty to be done with critical mathematics education.

Contributors are: Annica Andersson, Tonya Gau Bartell, Richard Barwell, Lisa Lunney Borden, Sunghwan Byun, Anna Chronaki, Brian Greer, Jennifer Hall, Victoria Hand, Kjellrun Hiis Hauge, Beth Herbel-Eisenmann, Rune Herheim, Courtney Koestler, Kate le Roux, Swapna Mukhopadhyay, Aldo Parra, Anita Rampal, Sheena Rughubar-Reddy, Toril Eskeland Rangnes, Ulrika Ryan, Lisa Steffensen, Paola Valero and David Wagner.