Brief Biographical Details of Authors - Springer

1043M. A. (Ken) Clements et al. (Eds.), Third International Handbook of Mathematics Education, Springer International Handbooks of Education 27, DOI 10.1007/978-1-4614-4684-2, © Springer Science+Business Media New York 2013

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

Brief Biographical Details of Authors

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,

1045Brief Biographical Details of Authors

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


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 involve multi-theoretic research designs, cross-cultural analyses, discourse in and about classrooms inter-nationally, curricular alignment, and the challenge of research synthesis in educa-tion. He has written books on assessment and on classroom research and has published his research in over 150 book chapters, journal articles and papers in conference proceedings.

Philip Clarkson has taught at the Australian Catholic University since 1985, where he is Professor of Education. This followed nearly fi ve years as Director of a Research Centre at the Papua New Guinea University of Technology, and prior to that as a lecturer at Monash University and tertiary colleges in Melbourne. He began his professional life as a secondary school teacher. He has served as President of the Mathematics Education Research Group of Australasia (MERGA) and was foundation editor of the Mathematics Education Research Journal . His research interests are wide ranging, from evaluation of schools, education systems and research programs, through to various areas of mathematics education.

M. A. (Ken) Clements is Professor in the Department of Mathematics at Illinois State University. After teaching in schools for 10 years, he taught in three Australian universities (Monash, Deakin, and Newcastle), and at Universiti Brunei Darussalam (1997–2004). He has served as a consultant in India, Malaysia, PNG, South Africa, Thailand and Vietnam, and has been an editor for the three international handbooks on mathematics education (1996, 2003, 2012). He has written or edited 25 books and has authored many peer-reviewed articles. In 1996 he co-authored, with Nerida Ellerton, a UNESCO book on mathematics education research. He is honorary life member of both the Mathematics Education Research Group of Australasia (MERGA) and the Mathematical Association of Victoria (MAV).

John A. Dossey is Distinguished Professor of Mathematics Emeritus at Illinois State University. His research has focused on comparative studies of student achieve-ment (NAEP, TIMSS, PISA) and the mathematics curriculum. He has served as President of the National Council of Teachers of Mathematics (NCTM), Chair of the Conference Board of Mathematical Sciences (CBMS), and on numerous other professional commissions, committees, policy boards, and editorial boards. He has authored/coauthored textbook series for grades 6–12, collegiate texts for preservice and inservice teachers of mathematics, research in mathematics education, and


collegiate texts for discrete mathematics and mathematical modeling, as well as numerous monographs and papers.

Paul Drijvers is Associate Professor in Mathematics Education at the Freudenthal Institute of Utrecht University, the Netherlands. His major research interests are the use of ICT in mathematics education, algebra education, teacher professional devel-opment, and curriculum development.

Nerida F. Ellerton has been Professor in the Department of Mathematics at Illinois State University since 2002. She holds two doctoral degrees—one in chemistry and the other in mathematics. After teaching in schools, she took an academic appoint-ment at Deakin University, and between 1991 and 1992 was Director of Deakin’s National Centre for Research and Development in Mathematics Education. She was Professor of Mathematics Education at Edith Cowan University (1993–1997), edi-tor of the Mathematics Education Research Journal (1993–1997), and Dean of Education at the University of Southern Queensland (1997–2001). She has led research projects in 10 nations, has written or edited 12 books, and has had more than 150 articles published in refereed journals, conference proceedings, or books. She is currently studying toward a Diploma in Book Conservation with the American Academy of Bookbinding. With Ken Clements, she wrote the book Rewriting the History of School Mathematics in North America 1607–1861 , which Springer pub-lished in 2012.

Jonas Emanuelsson is Senior Lecturer in the Department of Pedagogical, Curricular and Professional Studies at the University of Gothenburg, Sweden. He specializes in classroom studies of teaching and learning in mathematics and science. His recent work includes international comparative studies conducted in the context of the Learner’s Perspective Study (LPS). His major research interests focus on teachers’ and students’ co-construction of learning processes in classroom interactions. Analyses are aimed at understanding both the content dealt with, and the organisa-tion of interaction. Previous work examined formative assessment as an aspect of classroom interaction.

Jeff Evans is Emeritus Reader in Adults’ Mathematical Learning at Middlesex University, London. He teaches and offers consulting on social research methodol-ogy and statistics. His research interests include: mathematical thinking and the emotions; adult numeracy and demands arising from everyday life and work; cul-tural images of mathematics; social survey methods and measurement of adult skills and attitudes; and methods for fruitfully combining quantitative and qualitative methods. He is on the Editorial Board of Educational Studies in Mathematics , and also reviews for several other educational journals.

Joan Ferrini-Mundy served as Director of the Division of Science and Mathematics Education at Michigan State University during the period 1999–2006, with appoint-ments in Mathematics and Teacher Education. She was an MSU University


Distinguished Professor in Mathematics Education and was previously Associate Dean for Science and Mathematics Education in the College of Natural Science. Her research interests are in calculus learning and mathematics education reform, K–14. She chaired the writing group for Principles and Standards for School Mathematics , the 2000 revision of NCTM Standards . Her research projects address the development of leadership in mathematics and science education, school-district level improvement in mathematics and science education, and knowledge of algebra for secondary school teaching. She has recently worked on secondment to the National Science Foundation, where she served as Director of the Division of Research on Learning in Formal and Informal Settings. She currently is a member of the US government Senior Executive Service, serving as Assistant Director, National Science Foundation, for Education and Human Resources.

Cristina Frade is a Lecturer at Universidade Federal de Minas Gerais [UFMG], Brazil. She previously taught mathematics in schools for 25 years, and now teaches mathematics education and supervises postgraduate students. She coordi-nates a research group at UFMG with projects funded by the university, state and national research agencies. Her research and publication areas include: the tacit-explicit dimension of mathematics practice in and out of school contexts; socio-cultural theories of learning; psychology; culture and affect in mathematics education.

Fulvia Furinghetti is Professor of Mathematics Education in the Department of Mathematics at the University of Genoa. Her research interests include: beliefs, images of mathematics in society, proof, problem solving, use of history of mathe-matics in teaching, teacher professional development, and history of mathematics education. She organized the celebrations of the centenary of the journal L’Enseignement Mathématique and of ICMI, and edited the proceedings. In addi-tion, she developed the website on the history of the fi rst 100 years of ICMI. In 2000–2004 she chaired HPM (the International Study Group on the relations between History and Pedagogy of Mathematics, which is af fi liated to ICMI).

George Gadanidis is Associate Professor at the Faculty of Education, University of Western Ontario, Canada. His research explores the intersection of mathematics education, technology and the arts. Classroom documentaries of his work can be viewed at www.researchideas.ca

Uwe Gellert is Professor of Mathematics Education within the Faculty of Education and Psychology at Freie Universität Berlin, Germany. His research interests include social inequalities in mathematics education, cross-cultural studies, microanalysis of classroom interaction, sociological perspectives on mathematics, and mathemat-ics teacher education. He is active in the Mathematics Education and Society group (MES) and in the Commission Internationale pour l’Étude et l’Amélioration de l’Enseignement des Mathématiques (CIEAEM). His collaborative international research projects take him regularly to several South American countries.


Pedro Gómez is a mathematics education researcher at the University of Granada (Spain) and visiting Professor at the Universidad de los Andes in Bogotá (Colombia). He is editor of PNA, a mathematics education research journal. His research inter-ests focus on mathematics teacher education.

Merrilyn Goos is Professor of Education and Director of the Teaching and Educational Development Institute at the University of Queensland. Her research interests include secondary school students’ mathematical thinking, the professional learning of mathematics teachers, the role of digital technologies in mathematics teaching and learning, numeracy education in school and non-school contexts, school reform, and assessment practices in university courses. She is currently President of the Mathematics Education Research Group of Australasia (MERGA), and an Associate Editor of Educational Studies in Mathematics .

Zahra Gooya is Associate Professor of Mathematics Education in the Mathematics Department of Shahid Beheshti University in Iran. Her experience has included being a member of writing teams for fi ve secondary national mathematics text-books, running more than 11 national training sessions for mathematics teachers regarding the new textbooks, editor of the “Roshd” Mathematics Teacher Education Journal (in Farsi), an in fl uential scholar for the establishment of the masters program of “Mathematics Education” in Iran. Since 2006 she has been an elected member of the Iranian Mathematics Society. In recent years, she has been researching the professional development and professional learning of mathematics teachers.

Ghislaine Gueudet is Professor at IUFM Bretagne within the University of Brest, France. She is co-director of the CREAD (Center for Research on Education, Learning and Didactics). Her research concerns all the resources intervening in the teacher’s activity, with a particular focus on Internet resources. With Luc Trouche, she introduced an approach to the study of mathematics teachers’ documentation work, considering the interactions between teachers and ressources, and the conse-quences of these interactions for teacher professionnal development.

Lulu Healy is a lecturer in the post-graduate program in Mathematics Education, at Bandeirante University of São Paulo. She has been working in Brazil since 2002, following a research post in mathematics education at the Institute of Education, University of London. Her research interests focus on the use of digital technologies in the teaching and learning of mathematics, and especially on the design of innova-tive ways of doing and expressing school mathematics. She is particularly interested in the challenges associated with the building of a more inclusive school mathemat-ics and in understanding the mathematical practices of learners with disabilities. She currently coordinates the research group Technology and Means for Expressing Mathematics and directs the research program, Towards an Inclusive School Mathematics , which investigates relationships between sensory experiences and mathematical cognition and designs and evaluates mathematical learning scenarios for students with a diverse range of educational needs.


M. Kathleen Heid is a Distinguished Professor of Mathematics Education at Pennsylvania State University. She has served as Editor of the Journal for Research in Mathematics Education , as a member of the Board of Directors for the National Council of Teachers of Mathematics, as a member of the Board of Governors for the Mathematical Association of America, and as co-PI for NSF-funded projects and Centers. She has co-edited Research on Technology and the Teaching and Learning of Mathematics , has co-authored technology-intensive mathematics textbooks for high school students, and has conducted research on the impact of technology on the learning of mathematics.

Rosa Becerra Hernández is Professor in the Pedagogical University Experimental Libertador (UPEL) in Caracas, Venezuela. In addition to her PhD in Education from UPEL (2006), she holds an MA from the University of the Paci fi c, USA (1983), where she was an Outstanding Credential Candidate. From 2003 to 2005, she served as a member of Venezuela’s National Program to Promote Research. She currently is the coordinator of the Research Center of Mathematics and Physics, the coordina-tor of the Undergraduate Mathematics Program, and the coordinator of the Master of Education Program in Mathematics Education at UPEL. In 2001, she was awarded the Bene fi t National Award for University Academics (CONABA).

Bernard R. Hodgson is Professeur titulaire in the Department of Mathematics and Statistics at Université Laval, where he has been a faculty member since 1975. His research and teaching interests include mathematical logic and theoretical computer science, mathematical education and its history, and history of mathematics. He was an invited regular lecturer at the International Congress of Mathematicians (1990 and 1998) and at ICME-7 (1992), and a plenary lecturer at ICME-12 (2012). He has served as Vice-President of the Canadian Mathematical Society, President of the Canadian Mathematics Education Study Group, and Secretary-General (1999–2009) of the International Commission on Mathematical Instruction (ICMI).

Geoffrey Howson is Emeritus Professor of Mathematical Curriculum Studies at Southampton University, England. He has written, edited, or contributed to many books and papers on mathematics, education, and mathematics education. Among other commitments, he has served as Assistant Director of the Centre for Curriculum Renewal and Educational Development Overseas, President of the Mathematical Association, Chairman of the School Mathematics Project, a founder Director of BACOMET, and Secretary-General of ICMI.

Celia Hoyles is Professor of Mathematics Education at the Institute of Education, University of London, and is Director of the National Centre for Excellence in the Teaching of Mathematics. Her research interests include proof conceptions, the mathematical skills needed in modern workplaces, and the design of digital envi-ronments for mathematics. In 2004, she was awarded an OBE for services to mathematics education, and also the fi rst ICMI Hans Freudenthal medal. Between 2004 and 2007 she served as the UK Government’s Chief Adviser for Mathematics.


In 2011, she was awarded the fi rst Royal Society Kavli Education Medal for distin-guished contribution to science or mathematics education.

Eva Jablonka is Professor of Mathematics Education at Luleå University of Technology, Sweden. She earned her PhD at the University of Technology in Berlin in 1996, and worked for many years at Freie Universität in Berlin. As a member of the Learner’s Perspective Study (LPS), she spent one year in Australia helping to the set up the International Centre for Classroom Research at the Universty of Melbourne. She has lectured in a variety of undergraduate and graduate programs in mathematics education. Her research areas include sociological theories of mathe-matics and mathematics education, mathematical modelling and mathematical lit-eracy, and comparative empirical classroom studies. Currently, she is engaged in an international study on the emergence of disparity in achievement in mathematics classrooms.

Barbara Jaworski is Professor of Mathematics Education in the Mathematics Education Centre at Loughborough University, in the UK. Her experience has included being a teacher of mathematics at both secondary and university levels, a teacher educator for prospective secondary teachers, and extensively working with practising teachers in several countries including the UK, Norway and Pakistan. She has edited the Journal of Mathematics Teacher Education and has been President of the European Society for Research in Mathematics Education. Her research has focused on mathematics teaching at all levels and its development. She has been particularly interested in creating and researching communities of inquiry involving teachers and educators in which both groups are researchers and bring complemen-tary knowledge to the partnership.

Alexander Karp is Associate Professor of Mathematics Education at Teachers College, Columbia University. He received his Ph.D. in mathematics education from Herzen Pedagogical University in St. Petersburg, Russia, and also holds a degree from the same University in history and education. Currently, his scholarly interests span several areas, including gifted education, mathematics teacher education, the theory of mathematical problem solving, and the history of mathematics education. He is the managing editor of the International Journal for the History of Mathematics Education and the author of over 100 publications, including over 20 books.

Christine Keitel is Professor of Mathematics Education at the Freie University, Berlin, where she teaches prospective primary and secondary school teachers of mathematics. In the 1970s she worked as a research fellow at Max-Planck-Institute for Educational Research in Berlin on theoretical and practical approaches to cur-riculum development. In 1980, she became Director of a practice-oriented teacher education project at the Institute for Didactics of Mathematics in Bielefeld. She then moved to the Technical University of Berlin (TUB) and passed her Habilitation/venia legendi in the Mathematics Department of that University. In 1990 she obtained her professorship at Freie University.


Her main research interests are mathematics as a social practice; philosophy and sociology of mathematics and the sciences; mathematics for all; mathematical lit-eracy; mathematics education and technology; social justice and mathematics edu-cation: gender, ethnicity and class and the politics of schooling; history and the current state of mathematics education around the world; comparative studies on mathematics classroom practice and learners’ perspectives; political and social dimensions of research on mathematics classroom practice, internationalization and globalization of scienti fi c collaboration; dif fi culties faced by students and teachers in mathematics classrooms; mathematics education and values.

In 1994 and in 1999–2001 she was guest professor in South Africa/Durban, and in Melbourne and Queensland in 2002 and 2004. In 1999 she was awarded an Honorary Doctorate in Sciences by the University of Southampton, and the A. v. Humboldt-Scholarship Award for Research and Capacity Building in South Africa. In 2009 she was awarded an Honorary Doctorate in Sciences by the University of Shumen, Bulgaria. Between 1999 and 2001 and also between 2007 and 2010 she was Vice-President of Freie University responsible for transformation of study orders into Bachelor and Master programs.

Carolyn Kieran is Professor Emerita of Mathematics Education at the Université du Québec à Montréal. For many years her research has focused on the learning and teaching of algebra, more recently involving the roles played by computing tools. She has served as President of the International Group for the Psychology of Mathematics Education and as member of the International Program Committees for ICME-11, ICMI Study Group 12 on Algebra, and ICMI Study 22 on Task Design. Recent publications include chapters in the Handbook of Research on the Psychology of Mathematics Education and the Second Handbook of Research on Mathematics Teaching and Learning .

Jeremy Kilpatrick is Regents Professor of Mathematics Education at the University of Georgia. He holds A.B. and M.A. degrees from the University of California, Berkeley, and M.S. and Ph.D. degrees from Stanford University. Before joining the Georgia faculty, he taught at Teachers College, Columbia University. He is a National Associate of the National Academy of Sciences and a Fellow of the American Educational Research Association, received a 2003 Lifetime Achievement Award from the National Council of Teachers of Mathematics, and received the 2007 Felix Klein Medal honoring lifetime achievement in mathematics education from the International Commission on Mathematical Instruction.

Konrad Krainer is Professor at the University of Klagenfurt, head of the Austrian Educational Competence Centre for Instructional and School Development (Klagenfurt and Vienna), and the leader of the nation-wide IMST project. He was associate editor of JMTE, co-editor of the International Handbook of Mathematics Teacher Education , was a founding member of the ERME-Board (e.g., establishing a summer school for young researchers), and is a member of the Education Committee of the EMS. He gave plenary lectures at ICME 10 (co-presenter) and


PME 35. His research interests are mathematics teacher education, school develop-ment, and educational system development.

Troels Lange is Senior Lecturer in Mathematics for young children in teacher edu-cation at Malmö University, Sweden. After teaching mathematics and science in a high school program for adults, he taught mathematics education in Danish teacher-education programs. He has recently worked in Australian primary teacher educa-tion. In 2009 he defended his PhD thesis, at Aalborg University, Denmark, on children’s perspectives on having dif fi culties with learning mathematics. Since then, he has published a number of peer-reviewed articles. He is now involved in research projects investigating preschools’ approach to mathematics education.

Stephen Lerman was a secondary school teacher of mathematics in London and abroad, including fi ve years as a head of Mathematics. Since then he has been in mathematics teacher education and research, and he is now Professor of Mathematics Education at London South Bank University. He is a former President of the International Group for the Psychology of Mathematics Education (IGPME) and Chair of the British Society for Research in Learning Mathematics (BSRLM). His interests are in theories of learning and socio-cultural theory. His recent work has drawn on sociological theory to inform studies of disadvantage in school classrooms.

Allen Leung is Associate Professor in Mathematics Education at the Hong Kong Baptist University. He obtained his PhD in mathematics at the University of Toronto and has been Assistant Professor at the University of Hong Kong and the Hong Kong Institute of Education. His main research areas are the pedagogical and epis-temological aspects of dynamic geometry environments, the use of tools in mathe-matics classrooms, the development of the Theory of Variation in mathematics pedagogy, and the development of lesson and learning studies. He is an IPC member of the 22nd ICMI Study on task design.

Frederick Koon-Shing Leung is Professor in Mathematics Education within the Faculty of Education of the University of Hong Kong. Born and raised in Hong Kong, he obtained B.Sc., Cert. Ed. and M.Ed. quali fi cations from the University of Hong Kong, and Ph.D. from the University of London Institute of Education. His major research interests are in the comparison of mathematics education in different countries, and in the in fl uence of culture on teaching and learning. He is principal investigator of a number of major research projects, including the Hong Kong com-ponent of the Trends in International Mathematics and Science Study (TIMSS), the TIMSS Video Study, and the Learner’s Perspective Study (LPS). He was a member of the Executive Committee of the International Commission on Mathematical Instruction (ICMI) and the Standing Committee of the International Association for the Evaluation of Academic Achievement (IEA). He was awarded a Senior Fulbright Scholarship in 2003, and is a honorary professor of Beijing Normal University, Southwest University, and Zhejiang Normal University in China.


Jun Li is Associate Professor within the Department of Mathematics at the East China Normal University. She has a special interest in studying students’ under-standing of mathematics, especially in the fi eld of statistics and probability. She is also interested in curriculum issues, teacher training, the use of technology in class-rooms, and the in fl uences of culture on mathematics education. She is a member of the writing group of the Standards of Mathematics Curriculum for Senior High Schools issued by the Ministry of Education of China, and is also author of a math-ematics textbook being used in junior high schools in China.

Abigail Fregni Lins (Bibi Lins) is a permanent Lecturer in the Mathematics Department and in the Graduate Master Program in Mathematics Education at the State University of Paraíba, Brazil. She was born in the capital city of São Paulo, Brazil, and obtained her BSc in Pure Mathematics at the Catholic University of São Paulo-PUCSP in 1985, her MPhil in Number Theory at the University of Nottingham in 1992, and a PhD in Mathematics Education at the University of Bristol in 2003. She has taught at undergraduate and graduate levels in national and international universities. Her professional interests are in pure mathematics, and in mathematics education with emphasis on the use of technologies in the teaching and learning of mathematics. She is President of the Brazilian Mathematics Education Society in the State of Paraíba and is involved in various national research projects.

Chap Sam Lim is Professor of Mathematics Education in the School of Educational Studies at Universiti Sains Malaysia (USM), Penang, Malaysia. She taught mathe-matics in secondary schools for 8 years and lectured at a teacher-training college for one and a half years before taking an appointment at USM in 1993. In 1999 she was awarded a PhD by Exeter University, in the UK. She gained the Asian Scholar award from the Asian Scholarship Foundation (2004–2005), and was Fulbright Scholar in 2008 and 2009. She has written or edited 7 books and more than 50 peer-reviewed articles focusing on cross-cultural study, public images of mathematics, teaching mathematics in a second language, and lesson study as a form of profes-sional development for mathematics teachers.

Lim-Teo, Suat Khoh is Associate Professor at the National Institute of Education, Singapore. She has held various appointments there, including Head of Mathematics, Associate Dean for pre-service programs and Dean of Faculty Affairs. She was also a past President of Singapore’s Association of Mathematics Educators, a past Vice-President of the Singapore Mathematical Society, and has served on local and international conference committees. She was an IPC member for ICME10 (Denmark, 2004) and IPC chair for EARCOME 2002. She has been a mathematics teacher educator for more than 20 years and her current research focus is on teacher education.

Katie Makar is Senior Lecturer in mathematics education at the University of Queensland in Australia. She has authored over 40 peer-reviewed publications, pre-sented her research on six continents and led several national projects researching


the teaching of mathematics through inquiry, statistical argumentation, and informal statistical inference at the school level. She has conducted consulting work for gov-ernment agencies on innovative teaching of mathematics, promoting statistical rea-soning and teacher professional standards, and teaches preservice secondary mathematics teachers as well as courses in mathematics education, interdisciplinary curriculum and statistics. She obtained her PhD in 2004, and before that she taught secondary mathematics for 15 years in the USA and in Asia.

José Manuel Matos did his undergraduate studies in applied mathematics at the University of Lisbon, Portugal. For some years he worked as a certi fi ed teacher of mathematics in secondary schools in Portugal, and later he obtained his masters degree at Boston University and his doctorate at the University of Georgia, his dis-sertation being in mathematics education. He currently works at the New University of Lisbon where he teaches undergraduate and graduate courses on education and mathematics education. His research interests are currently focused on learning, curricular issues, and the history of mathematics education.

Claire Margolinas is “Maître de Conférence” and member of the Acté research center at Blaise Pascal University, France. Since 1993 she has taught mathematics education and mathematics for secondary and primary teachers at Auvergne University’s Institute for Teacher Education (IUFM: Institut Universitaire de Formation des Maîtres). Between 2003 and 2006 she was editor of the journal Recherches en Didactique des Mathématiques and she is currently a member of the editorial board of Educational Studies in Mathematics. She is known for her work about teachers’ situations.

Tamsin Meaney is Professor of Mathematics for young children at Malmö University, Sweden. She has worked as a mathematics educator in Australia, Kiribati, and New Zealand. Before moving to Sweden, Tamsin worked as a teacher educator at the University of Otago, Dunedin, New Zealand, and at Charles Sturt University, Wagga Wagga, Australia, Much of her research interests have focused on issues associated with language in mathematics, particularly in relationship to the use of Indigenous languages for the teaching of mathematics. This includes a long-running research project within a Māori-immersion school in Rotorua, which has been the theme of her recent book, published by Springer.

Marta Menghini is Associate Professor in the Department of Mathematics of Sapienza University in Rome. Her research interests are as follows: history of math-ematics teaching, particularly of geometry teaching; relations between historical development, foundations, cognitive aspects and curriculum in the learning of math-ematics; in fl uences of research in geometry on the teaching of geometry in the last century; the approach to de fi nitions in geometry, intuitive geometry and the use of concrete materials. She was the chief organizer of the international symposium, held in Rome in March 2008, marking the occasion of the centennial of ICMI, and she edited the proceedings of that symposium.


Vilma Mesa is Assistant Professor of Education at the University of Michigan. She is currently investigating the role that resources play in developing teaching expertise in undergraduate mathematics, speci fi cally at community colleges and in inquiry-based learning classrooms. She has conducted several analyses of textbooks and evaluation projects on the impact of innovative mathematics teaching practices for students in science, technology, engineering, and mathematics. She has a B.S. in computer science and a B.S. in mathematics from the University of Los Andes in Bogotá, Colombia, and holds a master’s degree and a Ph.D. in mathematics educa-tion from the University of Georgia.

Elena Nardi is a Greek-born researcher in mathematics education. She is currently Reader at the University of East Anglia in the UK. Her research is mainly on the teaching and learning of mathematics at university level, cognitive, social and affec-tive issues of student engagement with mathematics, and, secondary mathematics teacher knowledge and beliefs. She is joint Editor-in-Chief of the Routledge journal Research in Mathematics Education , the of fi cial journal of the British Society for Research into the Learning of Mathematics (BSRLM), and her monograph Amongst Mathematicians: Teaching and Learning Mathematics at University Level was pub-lished by Springer in 2008. E-mail: [email protected]

Mogens Niss is Professor of Mathematics and Mathematics Education at Roskilde University, Denmark. Trained as a pure mathematician, his research interests turned towards mathematical modelling and mathematical education. Today, his main fi eld of research is mathematics education, especially the justi fi cation prob-lem in mathematics education; applications and modelling in the teaching and learning of mathematics; assessment; the nature of mathematics education research as a scienti fi c discipline; and mathematical competencies in mathematics educa-tion. He has been member of several committees, including the Executive Committee of ICMI, 1987–1998 (Secretary General 1991–1998), the ICMI Awards Committee (chair 2008–2011), and the Education Committee of the European Mathematical Society.

Jarmila Novotná is Professor at Charles University in Prague and researcher in LACES , at Université Bordeaux Segalen. She was member of the IPC of the Fifteenth ICMI Study Professional Education and Development of Teachers of Mathematics and of the ICME 10 Survey Team, The Professional Development of Mathematics Teachers. She coordinated the PME 27/PMENA25 plenary Panel: Navigating Between Theory and Practice . She is a member of the Educational Committee of the European Mathematical Society. She is known for her work related to mathematics teacher training and to the transfer into practice of research results.

Peter Nyström is Assistant Professor in the Department of Applied Educational Science at Umeå University, in Sweden. He is currently serving as the mathematics expert for TIMSS in Sweden, and since 2004 has led a group that has been developing national tests in mathematics for upper secondary schools in Sweden. He is an active


participant in, and a member of the board of, the Umeå Research Centre for Mathematics Education (UMERC). Although his research is mainly in the fi eld of educational assessment with a special focus on mathematics and science, he has also taken interest in issues such as curriculum, ability grouping, and the teaching of mathematics.

Neil A. Pateman is Professor in the Department of Curriculum Studies at the University of Hawai’i at Mānoa. His research interests are teaching and learning in mathematics classrooms, and socio-cultural dimensions of mathematics education. He is currently working with others on a project to recover traditional mathematical knowledge in Paci fi c island entities with a view to developing curriculum for schools in those entities in order to keep the traditional practices alive.

Arthur B. Powell is Associate Professor, Department of Urban Education at Rutgers, the State University of New Jersey. He has taught in Brazil, China, and Mozambique, as well as in the USA, has authored or edited fi ve books, and has published numerous articles. His research areas include ethnomathematics, critical mathematics, analysis of curriculum materials, subordination of teaching to learning in mathematics, and collaborative mathematical problem solving with technology. He created the NGO, Elevating Learning above Teaching (ELAT), to support professional development projects for teachers of elementary schools in Haiti. In 2003, he co-founded the Bronx Charter School for Better Learning (BCSBL) in New York City, and there he conducts professional development workshops for teachers.

David Lindsay Roberts is Adjunct Professor at Prince George’s Community College, in Maryland (USA). He has an M.A. in mathematics from the University of Wisconsin-Madison and a PhD. in the history of science from Johns Hopkins University. His research focusses on the history of mathematics education in the nineteenth and twentieth centuries. He has received the Lester R. Ford Award for expository writing on mathematics from the Mathematical Association of America, and was co-author, with Peggy Aldrich Kidwell and Amy Ackerberg-Hastings, of Tools of American Mathematics Teaching, 1800–2000 , published by the Johns Hopkins University Press in 2008.

Ornella Robutti is Associate Professor in Mathematics Education in the Department of Mathematics of the University of Torino, in Italy. She obtained her Masters degree in Mathematics in 1984 and her Masters degree in Physics in 1989 at the University of Torino. She is involved in teacher education in national projects in Italy ([email protected], PON), and is in charge of the GeoGebra Institute of Torino and of the project DIFIMA. She is the author of many publications in the fi eld of mathe-matics education as well as high school books on physics and mathematics. Her main fi eld of research is teaching and learning processes in mathematics with the support of technologies.

Leo Rogers is a founder member of the British Society for the History of Mathematics and founder of the International Study Group on the History and Pedagogy of


Mathematics (HPM). He has taught in Primary and Secondary schools in England, and as a trainer of teachers, worked with pupils and teachers in a number of European Community curriculum and research projects. His principal interests are the histori-cal, philosophical and cultural aspects of mathematics as they relate to the develop-ment of curricula, mathematical pedagogies, and individual learning. When not involved with education, he dances the Argentine Tango.

Ana Isabel Sacristán has been a full-time researcher in mathematics education at the Center for Research and Advanced Studies (Cinvestav) in Mexico City, Mexico, since 1989. She received her PhD from the Institute of Education, University of London in 1997. Her main area of research is the use of digital technologies in the teaching and learning of mathematics and, more recently, professional development of teachers aimed at assisting them to incorporate digital technologies into their practice. She has participated in several national and international projects and com-mittees in these areas, including as a member of the program committee of the ICMI 17 study group.

Bernard Sarrazy is Professor of Educational Sciences at the University of Bordeaux Segalen, France. He was director of the Département des Sciences de l’Education for 2 years and at present is director of the Laboratoire Cultures, Education, Sociétés (LACES). In his research he focusses on the study of phenomena of mathematics education at the intersections of post-structuralist anthropology and the theory of didactical situations. He pays special attention to anthropological and social deter-minations of the relationships of pupils towards the didactical contract.

J. Michael Shaughnessy, who is Professor, Department of Mathematics and Statistics at Portland State University, has recently served a 4-year term as President of the National Council of Teachers of Mathematics . He has taught mathematics courses and directed professional development programs for teachers from K–12 through university level. He has authored over 70 scholarly articles, books, and book chapters on issues in mathematics education. His principal research interests have been the teaching and learning of statistics, probability, and geometry. He was a member of the Mathematics Department at Oregon State University from 1976 to 1993, and subsequently joined the Department of Mathematics and Statistics at Portland State University.

Yoshinori Shimizu is Professor of Mathematics Education within the Graduate School of Comprehensive Human Sciences, University of Tsukuba. He taught at Tokyo Gakugei University, one of the largest national institutions for teacher educa-tion in Japan, for 15 years before joining University of Tsukuba in 2005. His primary research interests include international comparative studies of mathematics class-room instruction and student assessment. He was a member of the Mathematics Expert Group for OECD/PISA 2003, 2006, and 2009, and was one of the founders of Learner’s Perspective Study (LPS), an international comparative study on mathematics classrooms. He is the Japanese team leader for LPS.


Nathalie Sinclair is Associate Professor in the Faculty of Education at Simon Fraser University in Canada. Before that, she worked in the Department of Mathematics at Michigan State University. Her primary research interests focus on the consequences of embodied cognition in mathematics thinking and learning. She studies the role of the aesthetic in the development of mathematics as a discipline and in the understandings of both research mathematicians and school learners, and investigates the ways in which digital technologies, and dynamic geometry software in particular, change the way people think, move and feel mathematically.

Parmjit Singh is Associate Professor within the Faculty of Education, University Technology Mara, Malaysia. He obtained his PhD in Mathematics Education from Florida State University in 1998, and his research interests focus on children’s learn-ing and development in mathematics with a speci fi c interest in cognitive processes. He has been a principal investigator on several funded research projects such as Gaps in Children’s Mathematical Learning, Multiplicative Thinking Structures, Problem Solving among College Students, Children’s Numeracy, and Key Performance Indicators (KPI) for Public Universities in Malaysia. He has given numerous paper presentations and gained research publications in local, national, and international arenas and has authored several books aimed at the primary, sec-ondary and tertiary levels of mathematics education.

Bharath Sriraman is an Indian-born academic editor, mathematician, and educator best known for his contributions to theory development in mathematics education and in gifted education. He is Professor of Mathematics at The University of Montana—with a secondary appointment in the Department of Central Asian Studies where he offers courses in Indo-Iranian studies. He travels and collaborates extensively with colleagues at institutions in Norway, Sweden, Denmark, and Iceland, in addition to Cyprus, Germany, Turkey, Iran, Australia, and Canada, and supervises doctoral students from these nations. He is the founder and editor-in-chief of The Mathematics Enthusiast . E-mail: [email protected]

Kaye Stacey is Foundation Professor of Mathematics Education at the University of Melbourne. She works as a researcher and teacher educator, training teachers for both primary and secondary schools and supervising graduate research. Her research interests centre on mathematical thinking and learning, problem solving and the mathematics curriculum, particularly the challenges and opportunities that arise in adapting to the new technological environment. Her research work is renowned for its high engagement with schools. Her doctoral thesis from the University of Oxford, was in number theory. She has a Centenary Medal from the Australian government for outstanding services to mathematics education.

Mike Thomas is Professor in the Mathematics Department at The University of Auckland, New Zealand. His research interests are in using technology to improve learning, developing theories of advanced mathematical thinking, the learning and teaching of calculus and undergraduate mathematics, school and university teaching,


and connections between mathematics education and cognitive neuroscience. He has given invited research seminars in a number of countries and is on the editorial boards of Mathematics Education Research Journal and the International Journal of Mathematical Education in Science and Technology . He has recently leading a survey team for the 2012 International Congress on Mathematical Education (ICME), on the mathematical dif fi culties inherent in the transition from school to university.

Luc Trouche Professor at the French Institute for Education (Ecole Normale Supérieure de Lyon, France), is head of the research department. His work was previously dedicated to the didactical study of ICT integration in mathematics edu-cation, considering the interplay between instrumentation and conceptualization processes. He introduced the notion of orchestration to model the didactical man-agement of available artefacts in a classroom. This led him, in a joint work with Ghislaine Gueudet, to introduce a documentary approach of didactics, analyzing teacher development as an interplay between practice, individual and collective, and resources.

David Wagner is Associate Dean and a Mathematics Education Associate Professor in the Faculty of Education of the University of New Brunswick, Canada. He is most interested in human interaction in mathematics and mathematics learning and the relationship between such interaction and social justice. This inspires his research, which has focussed on identifying positioning structures in mathematics classrooms by analyzing language practices, on ethnomathematical conversations in Mi’kmaw communities, and on working with teachers to interrogate authority structures in their classrooms. He currently serves as managing editor on the board of directors of the journal For the Learning of Mathematics and as a member of the Nonkilling Science and Technology Research Committee. He has published articles in various journals, hosted conferences, led working groups at a number of confer-ences, taught in fi ve countries and co-edited a book in Springer’s Mathematics Education Library series.

Margaret Walshaw is Professor in the School of Curriculum and Pedagogy at Massey University, New Zealand. She is Co-Director of the Centre of Excellence for Research in Mathematics Education at her University, and as Research Director coordinates, for her college, the professional doctorate in education. Her overriding research interest is in making connections between new theories of the social and mathematics education. In this interest she has written and edited several books and published in a wide range of journals.

Tine Wedege is Professor in the Faculty of Education and Society, Malmö University, Sweden, where she teachers mathematics teacher education. During 2005–2010 she was also Professor in the Department of Mathematical Sciences, Norwegian University of Science and Technology, Norway. Until 2005, she was Associate Professor at Roskilde University, Denmark, where she defended her


doctoral thesis in 2000. She has written and/or edited more than 100 scienti fi c pub-lications, and is a member of the editorial committee of Nordic Studies in Mathematics Education . Internationally, she has been active in the Adults Learning Mathematics (ALM) research forum since 1994, and has been on the editorial board of ALM’s international journal.

Allan Leslie White is Associate Professor in Mathematics Education, within the School of Education at the University of Western Sydney (UWS). Before UWS he taught for over 20 years in primary and secondary schools in three Australian states and during that time held positions of Principal, Head of Mathematics, Boarding Director. He has worked with intellectually handicapped and emotionally disturbed students, and has a long history of working throughout South East Asia in the areas of mathematics education, research, and teacher professional development. He is currently working in, or has worked in, Brunei Darussalam, Cook Islands, Indonesia, Japan, Malaysia, New Zealand, The Philippines, Singapore, Thailand, and Taiwan.

Dylan Wiliam is Emeritus Professor of Educational Assessment at the Institute of Education, University of London where, from 2006 to 2010 he was its Deputy Director. In a varied career, he has taught in urban public schools, directed a large-scale testing program, and served a number of roles in university administrations, including Dean of a School of Education. For the last 15 years, his scholarly work has focussed on supporting teachers to develop their use of assessment in support of learning—sometimes called formative assessment or assessment for learning.

Gaye Williams is a Lecturer at Deakin University, and an Australian Research Council Post-doctoral Fellow hosted by the International Centre for Classroom Research at the University of Melbourne. She is also a member of the Learner’s Perspective Study (LPS). Her research foci are in fl uenced by her many years as a secondary mathematics teacher, provider of professional learning in primary and secondary schools, and by her participation in curriculum development and assess-ment projects at local, state and national levels. She has visited classrooms in Australia, Japan, Germany, the USA, the Philippines, South Africa, and Sweden, and analysed lesson videos from these countries and from China. Collaborations with local researchers have enriched her understanding of intercultural contexts.

Julian Williams is Professor of Mathematics Education within the University of Manchester’s School of Education. He began his professional career teaching math-ematics in comprehensive schools. His work increasingly focussed on research and research supervision in mathematics education. His interests have always been not only in modelling and problem solving but also in learning, assessment and teach-ing mathematics, situated and embodied intuition, workplace and school–college/university transitions, and widening participation in mathematics. His recent theo-retical work deals with cultural-historical psychology/activity theory, semiotics, identity and Bourdieusian sociology. He is currently attempting to synthesize cultural psychology in the educational fi eld as a localization of capitalism.


Margaret Wu has a background in statistics and educational measurement. She has worked as a researcher in educational institutes, as well as a mathematics teacher in schools. Margaret has been involved in a number of international studies including PISA and TIMSS, taking on the roles of data analyst and test developer. She grew up in Taiwan but has lived in Australia for many years. She has a keen personal interest in international comparative studies, and her main area of research is in the development of item response models. She is a co-author of an item response mod-eling software program, ConQuest.

Keiko Yasukawa is Lecturer in Adult Education at the University of Technology, Sydney. Keiko has taught in mathematics, engineering and adult education depart-ments in Australian universities. She now teaches and coordinates adult literacy and numeracy teacher education courses, and conducts research in the areas of critical mathematics/numeracy, adult literacy and numeracy pedagogies and policy, and workplace literacy and numeracy.

Rose Mary Zbiek is Professor of Mathematics Education and in charge of the Mathematics Education Program at The Pennsylvania State University. She is Series Editor for the Essential Understanding book series published by the National Council of Teachers of Mathematics. A past Chair of the International Committee for Computer Algebra in Mathematics Education, her research interests include the use of technology in learning and teaching mathematics and the development and employment of teacher understanding of mathematics in technology-intensive envi-ronments. In addition, she has developed secondary school mathematics curriculum materials which capitalize on mathematics technology.

1063

Names of Reviewers

Every Handbook chapter was reviewed by at least two independent reviewers, appointed by the editorial team. In addition, each chapter was read critically by the appropriate section editor and by Ken Clements. The editors thank the following persons who served as reviewers.

Section Name of Reviewer Reviewer’s Address

A Abraham Arcavi Weizmann Institute of Science, Israel D Michèle Artigue Université Paris Diderot, France A Bill Atweh Curtin University, Australia A Takuya Baba The University of Hiroshima, Japan B Patricia Baggett New Mexico State University, USA B Heinrich Bauersfeld Universität Bielefeld, Germany B Andy Begg Auckland University of Technology,

New Zealand D Kristín Bjarnadóttir Iceland University, Iceland D Jo Boaler Stanford University, USA C Peter Boon University of Utrecht, The Netherlands C Nigel Calder The University of Waikato, New

Zealand A Marta Civil The University of Arizona, USA A Barbara Clarke Monash University, Australia B Doug Clarke The Australian Catholic University,

Australia D Patricia Cline Cohen The University of California, Santa

Barbara C Damien Debell Boston College, USA C Michael de Villiers Kennesaw State University, USA A Jan Draisma Eindhoven University of Technology,

The Netherlands A Renaud d’Enfert Université Paris Sud 11, France A Paul Ernest Formerly, The University of Exeter, UK B Ruhama Even Weizmann Institute of Science, Israel A Helen Forgasz Monash University, Australia C Josep Fortuny Universitat Autòmna de Barcelona,

Spain D Michael Fried Institute for Applied Research, Israel C Rossella Garuti Università di Genova, Italy C Vince Gieger Australian Catholic University,

Australia A Simon Goodchild The University of Agder, Norway D Kian-Sam Hong Universiti Malaysia Sarawak, Malaysia D Maitree Inpasitha Khon Kaen University, Thailand C Gabrielle Kaiser University of Hamburg, Germany B Tom Kieren The University of Alberta, Canada C Jean-B. Lagrange Université Paris 7, France C Zsolt Lavicza The University of Cambridge, UK

M. A. (Ken) Clements et al. (Eds.), Third International Handbook of Mathematics Education, Springer International Handbooks of Education 27, DOI 10.1007/978-1-4614-4684-2, © Springer Science+Business Media New York 2013

1064 Names of Reviewers

Section Name of Reviewer Reviewer’s Address

D Gilah Leder Monash University, Australia A Stephen Lerman London South Bank University, UK B Salvador Llinares University of Alicante, Spain B Francis Lopez-Real The University of Hong Kong A Juergen Maasz The University of Linz, Austria D George Malaty The University of Joensuu, Finland A Ramakrishnan Menon Georgia Gwinnett College, USA B Fayez M. Mina Ain Shams University, Egypt D Candia Morgan The University of London, UK A Judit Moschkovich The University of California, Santa

Cruz A Christopher Ormell Formerly, The University of East

Anglia, UK D Minoru Ohtani Kanazawa University, Japan A Birgit Pepin University College Sør-Trøndelag,

Norway B Andrea Peter-Koop Carl von Ossietzky Universität

Oldenburg, Germany C Rui Pimenta Instituto Politécnico do Porto, Portugal B Joao Pedro da Ponte Universidade de Lisboa, Portugal C Renate Retkute The University of Nottingham, UK C Teresa Rojano CINVESTAV, Instituto Politécnico

Nacional, Ministry of Education, Mexico

C Kenneth Ruthven The University of Cambridge, UK B Wee Tiong Seah Monash University, Australia A Mamokgethi Setati The University of South Africa, South

Africa B Yasuhiro Sekaguchi The University of Alicante, Spain B Anna Sfard The University of Haifa, Israel B Mihaela Singer The University of Ploiesti, Romania A Ole Skovsmose Aalborg University, Denmark B Judy Sowder San Diego State University, USA C Peter Sullivan Monash University, Australia D David Tall The University of Warwick, UK B Zalman Usiskin The University of Chicago, USA B Pongchawee Vaiyavutjamai Chiang Mai University, Thailand D Paola Valero Aalborg University, Denmark B Marja van den Heuvel-

Panhuizen Utrecht University, The Netherlands

D Renuka Vithal University of Kwazulu-Natal, South Africa

B Jeannette Vogelaar UNESCO, France A Anne Watson Oxford University, UK C Ngai-Ying Wong Chinese University of Hong Kong,

Hong Kong D Ban Har Yeap Marshall Cavendish Institute,

Singapore B Orit Zaslavsky New York University, Steinhardt, USA

1065

A Aaron, Wendy Rose , 55 Abrahamson, Louis , 746 Abramov, Alexander , 807 Abrantes, Paulo , 506 Abu Zahari bin Abu Bakar , 12 Acevedo, Carmen Gloria , 863 Achiron, Marilyn , 839 Acioly-Régnier, Nadja , 101, 107–111 Ackerberg-Hastings, Amy , 27, 530–533, 535,

536, 538, 539 Adam, Shehenaz , 170, 178, 182 Adams, Barbara L. , 181, 183, 193 Adams, Jennifer , 79 Adams, Raymond , 839 Adler, Jill , 21, 58, 80, 81, 120, 149, 328–331,

364, 399, 400, 412, 432, 479, 815, 816, 821, 850, 1019, 1034

Adorno, Theodor , 45 Agalianos, Angelos , 757, 765 Agatston, Patricia Walton , 706 Agudelo-Valderrama, Cecilia , 336, 393, 394,

417, 418 Agudo, J. Enrique , 654 Aguilar, Miguel , 884 Aguirre, Julia M. , 89 Ahlfors, Lars Valerian , 285 Ahmed, Ayesha , 729 Ainley, Janet , 572, 671 Aitchison, John J. W. , 206 Akamatsu, C. Tane , 79, 82 Akiba, Motoko , 244, 250 Alasuutari, Pertti , 1030 Alatorre, Silva , 209 Albers, Donald J. , 802 Alcaide, Solidad , 876 Aldon, Gilles , 539

Alexanderson, Gerald L. , 802 Alexiadou, Nafsika , 1020 Allal, Linda , 118, 728 Alldredge, J. Richard , 652 Allen, Ann Taylor , 534 Almond, Russell G. , 722, 734 Alonso, F. , 620 Alonso, Orlando B. , 807 Alrø, Helle , 61, 184, 185 Alston, Alice S. , 92, 364, 375, 377, 415 Altbach, Philip G , 852 Althusser, Louis , 45, 56, 468–470 Altrichter, Herbert , 346, 364, 368, 382 Altschuld, James W. , 249 Alvarez, A. , 876 Álvarez, P. , 876 Ameis, Jerry A. , 538 Amit, Miriam , 849 An, Shuhua , 814 Ander-Egg, Ezequiel , 348 Anderson, Judy O. , 399, 875, 888, 917 Anderson, Maria H. , 532 Andersson, Annica , 186–189, 191, 192 Andrade, Fernanda , 108 Andrew-Ihrke, Dora , 170 Andrews, Jane , 90 Andrich, David , 148 Angell, Carl , 981, 989 Anku, Sitsofe , 846 Annetta, Leonard A. , 705 Ansell, Ellen , 77 Anstrom, Terry , 885, 893 Anthony, Glenda , 45, 120, 176 Antonini, Alberto Severo , 541 Anyon, Jean , 468, 470 Apel, Naomi , 644, 667, 668 Apple, Michael , 45, 352

Author Index


1066 Author Index

Appleby, Yvon , 222 Araújo, A. , 220, 224, 226 Araújo, Cláudia Roberta , 107, 108 Araújo, J. L. , 118 Arbaugh, Fran , 336, 416 Arcavi, Abraham , 575, 620, 622 Arffman, Inga , 1018, 1031 Arias, Rosario Martinez , 873 Arifi n, Achmad , 11 Arnold, Matthew , 953 Arnold, Stephen , 14 Arnove, Robert F , 852 Arora, Alka , 150, 989, 1022, 1031 Artelt, Cordula , 1027 Artigue, Michèle , 303, 305, 306, 310, 313,

321, 447, 518, 539, 599, 602–605, 613, 630, 631, 762, 770, 907–909, 917, 923–925, 928

Artiles, Alfredo J. , 87 Arzarello, F. , 49, 51, 281, 287, 574–576, 579,

580, 587, 591, 592, 622, 699, 904, 910, 911, 918, 919

Asante, Molefi Kete , 841 Ascher, Marcia , 112, 177, 529 Ascher, Robert , 112, 177, 529 Ash, Katie , 532 Ashburner, John , 81 Ashfi eld, Jean , 532 Ashton, Helen S. , 731, 732 Asiala, Mark , 309 Askew, Janice M. , 1013 Askey, Richard , 489 Asp, Gary , 744 Assude, Teresa , 762 Astala, Kari , 1030 Atkinson, Robert D. , 969 Atweh, Bill , 74, 121, 173, 382, 693, 798,

800, 813, 818, 902, 907, 908, 911, 953, 968

Ausejo, Elana , 806 Awtry, Thomas , 362 Azevedo, A. , 220, 224, 226

B Baccaglini-Frank, A. , 573 Back, Jenni , 120 Bacon, Harold M. , 285 Bacon , Lili, 375 Bailey, David H. , 574 Baker, David P. , 213, 798, 819, 820 Baker, Elizabeth K. , 214, 217, 219, 221, 222,

234, 883 Bakhtin, Mikhail , 46

Bakker, Arthur , 205, 212, 215, 216, 551, 554, 643, 644, 649, 660, 667, 668, 670, 675, 679–681

Balacheff, Nicolas , 296, 583, 602, 621, 828 Balatti, Josephine , 179 Baldino, Roberto R. , 73, 121 Ball, Deborah , 121, 328–331, 364, 395, 399,

400, 402, 419, 432, 466, 629–632, 771, 815, 816, 821, 950

Ballard, Keith , 90 Banerjee, Rakhi , 963 Bao, Jiansheng , 377–379, 382, 386 Bapoo, Abdool , 80, 81 Barabash, Marita , 697, 698 Barbeau, Edward J. , 921 Barber, Michael , 880 Barbosa, Jonei Cerqueira , 119 Barkatsas, Anastasios , 743, 916 Barkatsas, T. , 402 Barnard, Henry , 15 Baron, Georges-Louis , 89 Baron, Stephen , 477 Barrantes, H. , 912, 913 Barrantes, Manuel , 333 Barrier, E. , 1012 Barta, J. , 171, 179 Bartolini Bussi, Maria G. , 77, 287, 534,

539–541, 553, 557, 573 Barton, Angela Calabrese , 798, 902, 953 Barton, Bill , 53, 61, 106, 112, 121, 177 Barton, David , 222 Baruch, Rachel , 697, 698 Barwell, Richard , 51–53, 336 Bass, Hyman , 629, 631, 804, 904–906 Bassells, F. , 876 Bassey, Michael , 403 Bastable, Virginia , 963 Batanero, Carmen , 930 Batarce, Marcelo Salles , 121 Battey, Daniel , 89 Battista, M. T. , 147, 574, 575, 577, 578, 586 Baudrillard, Jean , 50 Bauersfeld, Heinrich , 285, 291, 294, 295, 979 Baulac, Yves , 571 Baumert, Jürgen , 336, 1027 Bazzini, Luciana , 350, 364 Beach, King D. , 210, 224 Beaton, Albert E. , 509, 954, 980, 987, 1012,

1022, 1031 Beatty, Ruth , 699 Becker, Jerry , 30, 984, 995, 996 Becker, Richard A. , 646 Bednarz, Nadine , 373–375, 381, 384, 385, 628 Beevers, Cliff E. , 731, 732

1067Author Index

Beevers, J. , 731 Begehr, Astrid , 849, 851 Begle, Edward G. , 26, 284, 288, 296, 297,

811, 812 Behr, Merlyn J. , 306, 307 Bejar, Isaac I. , 723 Bekdemir, Mehmet , 344 Belfi ore, Mary Ellen , 223 Bell, Charles B. , 285 Bellemain, Franck , 571 Bellman, Richard E. , 285 Beman, William , 28 Benavot, Aaron , 9, 11, 16 Benjamin, Harold R. W. , 9 Benke, Gertraud , 382 Benn, R. Roseanne , 209, 210 Bennett, Colin J. , 1009, 1019–1021,

1023–1025, 1032, 1033, 1035 Bennett, Randy Elliot , 736 Bennison, Anne , 630, 632 Ben-Yehuda, Miriam , 316 Ben-Zvi, Dani , 644, 645, 649, 651, 653,

667, 668, 670, 671, 675, 679, 680, 682, 952

Berger, Margot , 293 Berger, Peter , 45 Berglund, Lars , 528 Bergsten, Christer , 42–44 Berliner, David C. , 72, 453 Berman, Edward H. , 852 Berman, Simon L. , 531 Bernáldez, M. , 762 Berne, Jennifer , 437 Bernet, Thé , 911 Bernstein, Basil , 45, 104, 127, 128, 213, 311,

312, 314, 553 Berry, J. M. , 76, 83, 709 Berry, Robert Q. , 76 Bers, Lipman , 285 Bertrand, Lorna , 839 Bessot, Annie , 17, 437 Beyer, Landon , 866 Bhanot, Ruchi , 519 Bharucha, Jamshed , 965 Bhattacherjee, Anol , 654 Bianchi, Leonard J. , 1012 Bibby, Tamara , 59 Biber, George Edward , 15 Bicudo, Maria A. V. , 217, 219 Biddy, Tamara , 176, 181, 192, 195 Bidwell, James K. , 1010 Biehler, Rolf , 296, 644, 645, 647–651,

656–658, 660, 663, 667, 671, 672, 674–676, 680, 934

Bigott, Luis , 348, 350 Biguenet, A. , 284, 286, 293 Biklen, Sariknapp K. , 333 Binet, Alfred , 18 Binkley, Marilyn , 737 Binterová, Helena , 849 Birchal, T. S. , 130, 131 Birkhoff, Garrett , 285 Bishop, Alan J. , 7, 9, 21, 33, 57, 71, 75, 79,

104, 106, 113–118, 146, 170, 171, 177, 179, 210, 248, 266–268, 295–297, 402, 461, 572, 792, 805, 812, 817, 853, 916, 926, 928

Björnssen, Julius , 735, 737 Bjuland, Raymond , 371, 408 Black, Laura , 52, 468, 556 Black, Max , 551 Black, Paul J. , 724, 747 Black, Stephen , 223, 225 Blainey, Geoffrey , 842 Blanco, García M. , 932 Blanco, Lorenzo J. , 333, 873 Blanton, Maria , 473, 573 Blessing, Axel M. , 773 Block, Jeanne Humphrey , 19 Bloem, Simone , 839 Blömeke, Sigrid , 21, 845 Blomhøj, Morten , 930, 931 Blum, Werner , 336, 550, 551, 557, 880, 920,

960, 1014 Blume, Glendon W. , 540, 599, 601, 602, 628,

629, 631 Blumer, Herbert , 45 Blunden, Andy , 553 Boal, Augusto , 713 Boaler, Jo , 57, 109, 115, 116, 120, 205,

468, 470 Bobis, Janet , 399, 409, 917 Boero, Paolo , 575, 583, 914 Boerst, Timothy , 147 Bogdan, Robert C. , 333 Bohl, Jeffrey V. , 464, 474 Bohl, Thorsten , 1030 Böhm, Josef , 599, 616 Boiron, Marika , 839 Bond, M. , 207, 223, 224, 226 Boneh, Tal , 735 Bonfi l, Guidlermo , 346 Bonne, Linda , 402 Bonnet, Gabrielle , 863 Boohan, Richard , 662 Boon, Marko , 745 Boon, Peter , 592, 769 Boondao, Sakorn , 218–219, 234

1068 Author Index

Boorstin, Jon , 712, 713 Booth, Shirley , 578 Borba, Marcelo C. , 113, 121, 177, 287, 592,

696, 699, 701–703, 706–708, 711–714, 798, 844, 902, 953

Borda, Orlando Fals , 346–348 Bordo, Susan , 476, 477 Borel, Émile , 29, 286, 535, 540 Borgioli, Gina M. , 87 Borgonovi, Francesca , 839 Boruch, Robert , 830 Borwein, J. David B. , 574 Bosch, Marianna , 117, 118, 313 Bosley, Jennifer H. , 631, 632 Bottani, Norberto , 860 Bottge, Brian , 736 Bourbaki, Nicolas , 308, 309 Bourdage, Nicole , 375 Bourdieu, Pierre , 45, 104, 127, 128 Bowen, A. , 327–328 Bowers, Janet , 115, 658 Boyask, Ruth , 477 Boylan, Mark , 337 Braams, Bastian J. , 487 Bracey, Gerald W. , 245, 253, 862 Bradburn, Norman M. , 954 Brady, Kate , 173 Braga, S. M. , 109 Brantlinger, Andrew M. , 184 Braun, Henry , 839 Breaux, G. A. , 758 Breen, Chris , 49, 346, 400–402, 439, 914 Breiteig, Trygve , 371, 408 Brenner, Margaret E. , 111, 171, 172 Brenner, Margaret W. , 18 Brickman, William , 799, 802 Bright, George W. , 336, 436 Brinek, Gertrude , 1013 Brito, Arlete de Jésus , 808 Britt, Murray S. , 963 Britton, Edward D. , 988, 1012 Britzman, Deborah , 46, 477 Brock, William H. , 27, 535 Bromme, Rainer , 364 Brooks, Edward , 18, 25 Brossard, Alain , 104 Brousseau, Guy , 4, 33, 117, 208, 295, 296,

396, 431, 433, 438, 440, 442, 444, 451, 453, 918

Brown, Annette M. , 56, 57, 556 Brown, Gordon , 961 Brown, John Seely , 115 Brown, L. , 345, 439, 449 Brown, Margaret , 205

Brown, Raymond , 171, 741, 742, 764 Brown, Sally A. , 405 Brown, Tony , 49, 57, 120, 203, 221, 459, 464,

467, 469, 470, 765 Brownell, William A. , 10, 17, 19, 31 Bruckheimer, Maxim , 575 Bruner, Jerome S. , 22, 23, 103, 115, 284, 292,

293, 434, 552, 806 Brunner, Martin , 336 Bruns, Barbara , 12, 13 Bryans, Martha B. , 472 Bshouty, Daoud , 181 Buchberger, Bachmair B. , 602 Buerk, Dorothy , 222 Buisson, Ferdinand , 904 Bukarau, Jared , 382 Bull, Rebecca , 79 Bulmer, Michael , 745 Bunar, Nihad , 839 Burghes, David , 1014 Búrigo, Elisabete Zardo , 808 Burkhardt, Hugh , 551, 952 Burnham, William H. , 17, 18 Burrill, Gail , 644, 645, 671, 675, 930 Burstein, Leigh , 838, 1012 Burton, Leone , 124, 210, 331, 347 Burton, Warren , 531 Bussi, Bartolini Maria G. , 77, 287, 534,

539–541, 553, 557, 573 Buswell, Guy T. , 17, 31 Buteau, Chantal , 762 Butts, R. Freeman , 530 Buxton, Laurie , 210

C Cabral, Tania C. , 73 Cahalan, Cara , 736 Cahnmann, Melissa S. , 179 Cai, Jinfa , 153, 465, 473, 949, 950, 958, 961,

963–966, 969 Cairn, William D. , 862 Cajori, Florian , 17, 292, 531 Cakir, Murat Perit , 705, 708 Calder, Nigel , 767 Callingham, Rosemary A. , 679, 745 Campbell, Stephen , 321 Campedelli, Luigi , 284, 286, 293 Campos, Celso R. , 183 Canady, Herman George , 103 Cannon, Joanna , 150 Cantoni, Gina , 170 Cantoral, Ricardo , 348 Carlsen, Martin , 52

1069Author Index

Carnoy, Martin , 852, 1009, 1015, 1020 Carpenter, Thomas P. , 436 Carr, Wilfred , 404, 450 Carraher, David W. , 104, 107, 154, 172, 179,

205, 209, 211 Carraher, Terezhinha N. , 107, 296 Carreira, Susana , 109, 185–187, 218, 224 Carrillo, Sandra , 863 Carter, Glenda , 473 Carter, Kevin , 339 Caruso, J. Borreson , 695 Carvalho, Amelia , 756 Carver, Robert P. , 739 Casassus, Juan , 1015 Cassundé, Maria A. , 107 Castells, M. , 714, 715 Castelnuovo, E. , 284, 286, 293 Castro, Manuel , 863 Cavanagh, Michael , 436 Cazes, Claire , 699, 730, 763 Cedillo, Tenoch , 621 Cekmez, Erdein , 575 César, Margarida , 146, 171 Chambers, Donald L. , 1024 Chambers, John M. , 646 Chan, Yip Cheung , 572 Chance, Beth L. , 644, 648, 649, 651, 675, 740 Chang, Peichin , 52 Chantarasonthi, U-Savadee , 218–219, 234 Chaplin, George , 130 Chapman, Chris , 695 Chapman, K. , 259 Chapman, Olive , 327, 341, 394, 405, 449 Charles, Elizabeth S. , 705 Charlot, B. , 806 Chatterji, Madhabi , 1018 Chazan, Daniel , 466, 628 Cheah, Ui Hock , 861 Chen, S. , 884 Cheng, Yin Cheong , 467 Cheung, Wai Ming , 467 Chevallard, Yves , 117, 118, 313, 321, 434, 784 Chew, Cheng Meng , 258 Chiappini, Giampaolo P. , 626 Chick, Helen L. , 725, 735, 963 Chiew, Chin Mon , 415 Childs, Carla P. , 104 Chinnappan, Mohan , 341, 631, 632, 698 Chiu, M.-H. (Ming) , 888 Chodkiewicz, Andrew , 219, 226 Chokshi, Sonal , 150 Choong, K. F. , 257 Choppin, Jeffrey , 53 Choquet, Gustave , 284, 286, 292, 293, 805

Christiansen, Bent , 285, 289, 291, 295, 296, 956 Christiansen, Iben M. , 53, 120 Christie, Michael J. , 259 Christou, Constantine , 575 Chronaki, Anna , 53, 56, 120, 121 Chrostowski, Stephen J. , 989, 1014, 1022,

1028, 1031 Chui, Angel Miu-Ying , 156, 158, 160 Churchhouse, Robert F. , 287, 694, 757 Cirade, Gisèle , 784 Cirillo, Michelle , 52, 53, 369, 380, 383, 384 Civil, Marta , 79, 115, 172, 179, 180, 188, 192,

204, 219, 346 Clandinin, D. Jean , 339, 952 Clark, Stacy , 181 Clarke, Barbara , 402, 409, 916, 952 Clarke, David J. , 21, 72, 120, 149, 155–159,

161, 409, 412, 444, 445, 459, 466, 467, 470, 476, 487, 509, 847, 848, 851, 852, 862, 867, 976, 977, 984, 985, 995, 1003

Clarke, Doug M. , 952 Clarkson, Phillip C. , 21, 80, 113, 115, 693,

694, 696, 699, 798, 800, 813, 818, 902, 907, 908, 911

Clark-Wilson, Alison , 632, 746, 969 Claro, Susana , 519 Clason, Robert G. , 1010 Clay, Ellen , 701 Clements, M. A.(Ken) , 10, 13–17, 21, 27, 29,

31, 57, 266, 267, 292, 296, 396, 410, 411, 531, 572, 811, 812, 837, 838, 840–842, 852, 853, 916

Clements, Niccolina , 839 Clerc, Benjamin , 772 Clycq, Noel , 106 Coballes-Vega, Carmen , 366 Cobb, George W. , 644, 645, 740 Cobb, Paul , 42, 54, 115, 118, 146, 147, 153,

176, 249, 267, 401, 409, 494, 551, 553, 558, 560, 658, 778

Coben, Diana , 204, 205, 207, 208, 214, 215, 217, 219, 221, 222, 226, 232, 234, 728

Coburn, Cynthia , 509 Cochran-Smith, Marilyn , 384, 404, 439 Cockburn, Ann , 344–345 Cockroft, Wilfred H. , 958 Codes, M. , 884 Coe, Michael D. , 529 Cogan, Leland S. , 19, 20, 838, 983, 1012 Cohen, David K. , 465, 469, 771, 950 Cohen, Patricia Cline , 31, 207, 531, 799 Colburn, Warren , 15, 16

1070 Author Index

Cole, Michael , 76, 77, 103, 104, 107, 109, 123, 212, 473, 566

Coleman, David , 1018 Coles, Alf , 345, 439 Collins, Allan , 115 Collins, Patricia Hill , 45 Colwell, Dhamma , 205 Comiti, Claude , 17 Confrey, Jere , 147, 401, 494, 550 Connell, Raewyn , 469 Connell, William , 25 Connelly, F. Michael , 339, 952 Connelly, Julianne , 818 Conner, Anna Marie , 576 Cooks, Jamal , 189 Cooney, Thomas J. , 330, 1012, 1025 Cooper, Barry , 127, 128, 178 Cooper, Patricia , 394, 806 Coray, Daniel , 798, 905 Corbin, Juliet M. , 333, 353 Cordasco, Francesco , 530 Cordy, Michelle , 707, 708 Corey, Douglas L. , 382 Cornu, Bernard , 287, 756, 757 Cortes, Viviana , 51 Cosgrove, Jude , 839 Cossentino, Jacqueline , 536 Costa, W. G. , 112, 125 Costilla, R. , 863 Cottrill, Jim , 309 Coulange, Lalina , 437 Coupland, Mary , 124 Coupland, Nikolas , 315 Couture, Christina , 375 Coxford, Arthur F. Jr. , 1023 Cramer, Kathleen , 306, 307 Crawford, Kathryn , 364, 400 Creemers, Bert , 364 Crespo, Sandra , 343 Cresswell, John W. , 333, 334, 339, 839 Crinion, Jenny T. , 81 Croon, Lucille , 72 Cross, Adney E. , 808 Crosswhite, F. Joe , 1012, 1025 Cryer, Jonathan D. , 651 Csapo, Beno , 839 Cuban, Larry , 951 Cubberley, Ellwood P. , 10 Cuevas, Peggy Dickinson , 875 Cuisenaire, E.G. , 536 Cuoco, Al , 628 Curbera, Guillermo P. , 833 Cusato, Sandra , 1015 Cussó, Roser , 1019

D Da Rocha Falcão, J. T. , 107, 108 Daher, Wajeer , 519 Daly, Alan J. , 507, 508 D’Ambrosio, Beatrice , 338 D’Ambrosio, Ubiratán , 73, 74, 104, 111, 112,

121, 147, 154, 177, 178, 205, 209–211, 248, 251, 291, 295, 296, 792, 808, 928

Damerow, Peter , 8, 9, 295, 805, 926, 928, 968 D’Amico, Sabrina , 1019 Dana-Picard, Thierry , 572, 621 Daniels, Harry , 54 Darling-Hammond, Linda , 950 David, Maria M. , 120, 121 Davidenko, Susana , 179 Davidson, Michael , 839 Davidson, P. S. , 530, 536 Davis, Brent , 51, 60 Davis, Ernest Kof , 179 Davis, Gary , 608 Davis, Joy C. , 31, 809 Davis, Jon D. , 342 Davis, Philip J. , 52, 349, 468, 556 Davis, Robert B. , 362 Davydov, Vasily V. , 554–556 Dawes, Mark , 771 Dawson, Sandy , 396 Day, Christopher , 471 de Abreu, Guida , 54, 114, 115, 146, 147, 154,

170, 171, 179 de Andalucía, Junta , 877 De Andrade, S. , 58, 59 de Costra, R. M. , 575 De Freitas, Elizabeth , 52, 53, 57, 477 De Geest, Els , 773 de la Villa, Augustin , 620 De Lange, Jan , 26, 466, 981 De Moor, Ed. W. A. , 292 De Silva, G. V. S. , 346 de Villiers, Michael , 574–576, 582 Deaktor, Rachael , 875 Dean, Chrystal , 778 DeBell, Matthew , 695 Debien, Josianne , 366 DeBlois, Lucie , 336, 394 DeBoer, George E. , 507 Defoe, Tracy A. , 223 Delgado, Lorenzo M. , 884 delMas, Robert C. , 645, 675 Delors, Jacques , 13 delos Santos, Alan , 631, 632 DeLuca Fernandez, Sonia , 84, 87 Demana, Franklin , 539

1071Author Index

Derrida, Jacques , 50 Derry, Jan , 667, 679, 680 Descartes, René , 352 Desgagné, Serge , 375 Desrosiers, C. , 342 Devine, N. , 465 Dewey, John , 24, 26, 706 Di Bucchianico, Alessandro , 745 Diaconis, Percy , 647 Dick, Thomas P. , 600, 631 Dienes, Zoltan Paul , 22, 23, 293, 307, 536 Dieudonné, Jean , 284, 286, 292, 293 Díez-Palomar, Javier , 219 Dilger, Bernadette , 873, 1028 DiSessa, Andy A. , 401, 679 Dixon-Román, Ezekiel , 56, 75 Doerr, Helen , 306, 307, 558 Dohrmann, Christian , 773 Doig, Brian , 148 Doku, Philip Atteh , 809 Dolciani, Mary P. , 531 Domite, Maria de Carmo , 217, 219 Donne, Julie , 666, 667 Donoghue, Eileen F. , 802, 821, 833 Donovan, M. Suzanne , 512 Doorman, L.Michiel , 30, 592, 658, 769 Dorier, Jean-Luc , 935 Dossey, John A. , 1009, 1012, 1018, 1024, 1025 Douady, Régine , 433 Dowker, Ann , 86 Dowling, Paul , 45, 56, 57, 121, 125, 127, 128,

187, 330 Down, Phu , 850 Drake, Corey , 338 Drake, Pat , 56, 57 Dreyfus, Tommy , 157, 831, 952 Drijvers, Paul , 564, 572, 592, 599, 602, 608,

609, 612, 613, 738, 740, 753, 763, 764, 766, 768–770

Dubet, François , 122, 123, 127, 131 Dubinsky, Ed , 309 Duckworth, Eleanor , 92 Dufour-Janvier, Bernadette , 375 Duggan, Mary Anne , 698 Duguid, Paul , 115 Duit, Reinders , 880 Duncan, Allan G. , 626, 633 Dunkel, Harold B. , 26 Dunkley, Merv E. , 8, 805, 968 Dunne, Diane Weaver , 878 Dunne, Máiréad , 127, 128 Durand-Guerrier, Viviane , 919 Durkheim, Émile , 44 Dussel, Enrique , 346

Duval, Raymond , 574, 605 Dyson, Alan , 87

E Eaton, Jonathan , 1018 Ebbutt, David , 333 Edwards, Laurie , 49, 51, 699 Edwards, Michael Todd , 602 Efron, Bradley , 647 Ehrenfeucht, Aniela , 807 Eisenberg, Michael B. , 695 El Sawi, Mohamed , 808, 809 Ellemor-Collins, David , 85 Ellerton, Nerida F. , 14–17, 21, 27, 29, 256,

292, 531, 811, 812, 827, 837, 840–842, 845, 848, 852, 853

Elliott, Julian G. , 403, 729, 1019 Ellis, Amy B. , 466 Ellison, Nicole B. , 695 Ellsworth, Elizabeth , 46 Ely, Robert , 303, 305 Emanuelsson, Jonas , 149, 155, 157, 160, 161,

847, 850, 852 Emerson, George B. , 16 Enders, Craig K. , 875 Engel, Arthur , 287 Engelbrecht, Johann , 697, 699, 701, 708,

714, 928 Engeström, Yrjö , 44, 210, 212, 555, 558 English, Lyn D. , 42, 57, 296, 303, 304, 307,

312, 321, 397, 398, 936 Ensor, Paula , 54, 56 Erberber, Ebru , 150, 989, 1022, 1031 Erez, Michael M. , 577 Erickson, Fredrick , 328, 333, 345 Ericsson, K. Anders , 159 Ernest, Paul , 56, 104–106, 121, 124, 125,

130, 184, 210, 246, 247, 330, 710, 818, 819

Ernie, K. , 648 Ertl, Hubert , 873, 876, 879, 1018, 1028 Esmonde, Indigo , 179 Estrella, Gucci , 519 Etterbeck, Wallace , 156, 158, 160 Evans, Jeff , 50, 76, 109, 203, 204, 209,

210, 212, 213, 218, 220–222, 224–226, 232

Evans, Juliet , 839 Evans, Michael , 631 Even, Ruhama , 364, 394, 396, 400, 402,

419–421 Everson, Michelle G. , 644, 652 Eysenck, Michael W. , 732

1072 Author Index

F Fairclough, Norman , 46, 170, 173 Fan, Lianghuo , 466, 473, 965 Fan, Y. , 378, 386 Faragher, Rhonda , 561, 633 Faria, D. , 113, 114 Farsi, Daryoush , 536 Fasanelli, Florence , 915 Fauvel, John , 915 Favilli, Franco , 146, 181 Fehr, Henri , 280 Feiman-Nemser, Sharon , 436 Feldman, Allan , 346, 364, 368, 382 Félix, Lucienne , 284, 911 Fennema, Elizabeth , 124, 245, 336, 436, 464 Fenstermacher, Gary D. , 399 Fernandes, Anna Paula , 78, 92, 220, 224, 226 Fernandez, Clea , 150, 375, 376, 382, 414 Ferrara, Francesca , 699 Ferreras, Villanueva , 873, 877 Ferri, R. Borromeo , 550, 557 Ferrini-Mundy, Joan , 486, 489, 758, 862, 879 Fey, James T. , 287, 599, 602, 628, 629, 806 Fiddes, David , 731 Fielding-Wells, Jill , 682 Fierro, Cecilia , 350 Figazzolo, Laura , 1034 Figueroa, M. , 878, 879 Fink, Karl , 15 Finnigan, Kara S. , 507, 508 Finzer, William F. , 650, 654–656 Fischbein, Efraim , 293, 294, 913 Fischer, Hans E. , 873 Fitzallen, Noleine , 632, 666 FitzSimons, Gail E. , 113, 115, 204, 208, 209 Fletcher, Trevor J. , 284, 286, 293 Floden, Robert E. , 486 Flores, Alfi nio , 652 Florio, S. , 345 Flynn, Peter , 741, 744, 745 Folinsbee, Sue , 223 Folta, Elizabeth , 705 Fong, Ng Swee , 1032 Fonseca, Maria C. F. R. , 112, 213, 217, 219,

225, 756 Foong, P. Y. , 887 Ford, Donna Y. , 106, 126 Ford, Timothy G. , 485 Forgasz, Helen J. , 71, 74, 75, 79, 124, 245,

402, 630–632, 743, 762, 798, 916, 917

Forman, Ellice , 77, 315, 316 Forsten, Char , 884 Fortoul, Bertha , 350

Foucault, Michel , 46, 474 Fowler, Frances C. , 507 Foy, Pierre , 150, 989, 1022, 1031 Frackowiak, Richard S. , 81 Frade, Cristina , 101, 108, 109, 113–117, 120 Franci, Raffaella , 14, 15 François, Karen , 32 Franke, Megan L. , 336, 436 Frankenstein, Marilyn , 72–74, 112, 115, 121,

183, 184, 210, 248, 251 Frant, Janete B. , 575 Fraser, Rosemary , 952 Frederickson, Ann , 667, 679 Freeman, R. Edward , 365 Freilich, Julius , 531 Freire, Paulo , 11, 210, 346, 348 Freudenthal, Hans , 30, 285, 288, 461, 540,

550, 558, 679, 805, 817, 862, 979 Fried, Katalin , 807 Fried, Michael N. , 303, 305, 849 Friedkin, Shelley , 883 Friedlander, Alex , 767, 952 Friedman, Thomas L. , 957 Friel, Susan N. , 667 Froebel, Friedrich , 534–536 Froemel, Juan Enrique , 1015 Fromm, Erich , 45 Frost, Laurie A. , 124 Frykholm, Jeffrey A. , 336 Fuglestad, Anne Berit , 371, 408, 447, 780, 781 Fuhrmann, Susan H. , 490 Fukisawa, Rikitaro , 834, 835 Fukuyama, Yoshihiro Francis , 820 Fullan, Michael , 363, 472 Furinghetti, Fulvia , 273, 279–281, 287–290,

798, 801, 834, 835, 904–906, 910, 911

G Gadamer, Hans-Georg , 170 Gadanidis, George , 700, 703, 707–709,

711–713 Gaisman, Maria Trigueros , 591 Gal, Iddo , 208, 228, 229, 644, 645 Galant, Jaamiah , 54, 56 Galbraith, Peter L. , 120, 550, 551, 557, 920, 960 Galia, Joseph , 150, 1022, 1031 Gallagher, Ann , 736 Gallannaugh, Frances , 87 Galligan, Linda , 118 Gallimore, Ronald , 156, 158, 160, 881, 983 Gallo, Melina L , 223 Gallos, Florenda Lota , 21, 149, 412, 850

1073Author Index

Gamerman, Ellen , 152 Gamoran, Adam , 1034 Garcia, A. , 620 Garcia, Eugene E. , 80 Garcia, F. , 620 Garcia, Ronald , 480 Garden, Robert A. , 838, 951, 957, 979, 981,

989, 1012, 1014, 1022, 1028, 1031 Gardner, Howard , 104, 105, 706, 965 Garegae, Kgomotso Gertrude , 256, 257, 260 Garfi eld, Joan , 644, 645, 649, 651, 652,

675, 740 Garfi nkel, Harold , 45 Garnier, Helen , 156, 158, 160 Garuti, Rossella , 575 Gascón, J. , 117, 118, 313 Gates, Peter , 8, 9, 126, 127, 508, 511, 586 Gattegno, Caleb , 284, 286, 292, 293, 536 Gay, Geneva , 90 Gay, John , 109 Geach, Russell , 1014 Geary, D. , 85 Gebre, Alemayehu H. , 213 Gebremichael, A. , 480 Gee, J. P. , 114, 170 Geertz, C. , 104 Geiger, V. , 561, 633, 699, 707 Geist, P. K. , 464 Gelis, J.-M. , 626 Gellert, Uwe , 44, 55, 61, 177, 184, 327, 336,

337, 349, 352, 419, 926 Gerber, Sue , 697, 699 Gerdes, Paulus , 74, 113, 211, 295, 805,

926, 928 Gervasoni, Ann , 84, 86, 93 Gholson, Maisie L. , 247, 248 Giacardi, Livia , 29, 279, 281, 287, 289, 290,

904, 910, 911 Gierl, Mark J. , 488, 1024 Gifford, Sue , 85 Gigerenzer, Gerd , 215, 234 Gil, Einat , 644, 667, 668 Gil, Guillermo N. , 1018 Gil, J. , 333 Gil, Ignatio N. , 782 Gilford, Dorothy M. , 954 Gillborn, David , 106, 126 Gillespie, John , 230 Ginsburg, Alan , 885, 893 Ginsburg, Herbert P. , 86 Ginsburg, Margery B. , 9 Giri, Jason , 604, 629 Giroux, Henry A. , 349 Gispert, H. , 798

Givvin, K. B. , 156, 158, 160, 880, 881 Glas, Eduard , 27 Glaser, Barney G. , 333 Glaymann, Maurice , 280 Glevey, Kwame E. , 126, 127 Glick, Joseph A. , 109 Goba, Busi , 850 Godfrey, David , 607, 608 Goetz, Judith P. , 333 Goffmann, Erving , 45 Goldenberg, Michael Paul , 464, 465 Goldstine, Harvey H. , 539 Gomes, Nilma Lino , 106 Gómez, Pedro , 348, 861, 873, 874, 891 Gonzales, Patrick , 156, 158, 160, 992, 993 Gonzalez, Eugenio J. , 954, 1014, 1022,

1028, 1031 González, Martinez , 884 Gonzalez, Patrick , 878 Gonzalez, René , 80 Gonzalo, Ignacio , 1012 Good, Richard, A. , 599, 602, 628, 629 Goodchild, Simon , 371, 373, 402, 404, 408 Goos, Merrilyn , 120, 439, 449, 473, 561,

630, 632 Gooya, Zahra , 393, 398, 411, 412, 416,

421, 844 Gorgorió, Nuria , 81, 106, 115, 121, 170, 171,

179, 186 Gough, Noel , 798, 902, 953 Gould, Peter , 409 Gould, Robert , 644 Gould, Stephen Jay , 103 Gouseti, Anastasia , 503 Gouzévitch, Dmtri , 538 Gouzévitch, Irina , 538 Graeber, Anna , 806 Graf, Klaus D. , 153, 160, 810, 820, 836, 960,

985, 997, 998 Graham, Alan , 605 Gramsci, Antonio , 45 Graña, José , 873 Granger, Robert C. , 510 Grant, Carl A. , 88 Grant, Timothy , 736 Gravemeijer, Koeno P. E. , 30, 118, 396, 550,

551, 592, 649, 658, 769, 806 Graven, Mellony , 119, 968 Graves, Barbara , 439 Graves, Frank P. , 15 Gray, Eddie M. , 608 Greaney, Vincent , 1014, 1015 Greene, Charles E. , 10, 17, 19 Greenfi eld, Patricia M. , 104

1074 Author Index

Greenhough, Pamela M. , 90 Greeno, James G. , 109, 115, 120 Greenwood, Davydd J. , 92, 346 Greer, Brian , 74, 75, 105, 121, 312 Gregory, Kelvin D. , 988, 1014, 1022, 1028, 1031 Grek, Sotira , 232, 1018–1020, 1030 Grevholm, Barbro , 124, 371, 408, 920, 931 Grier, Kevin , 1020 Grier, Robin , 1020 Griffi n, Patrick , 76 Griffi th, Jeanne E. , 954 Griffi ths, H. Brian , 284 Griffi ths, Rachel , 16 Grimison, Lindsay , 16, 841 Grisay, Aletta , 839 Grosjean, François , 80 Groulx, Lionel , 105 Grouws, Douglas A. , 266, 296 Grove, Myrna J. , 10 Gruber, Karl Heinz , 873 Grugeon, Brigitte , 778, 782 Grugnetti, Lucia , 911 Gu, Quing , 471 Guala, Elda , 583 Guberman-Glebov, Raisa , 697, 698 Gueudet, Ghislaine , 572, 699, 772, 775, 781,

782, 893 Guile, David , 551 Guin, Dominique , 287, 305, 599, 603, 621,

631, 632 Gunawardena, A. J. , 810 Gurtner, Jean-Luc , 623 Guskey, Thomas R. , 409 Gustafsson, Lars , 208 Gutierrez, Angel , 575, 699, 914 Gutiérrez, Rochelle , 56, 70, 73, 75, 76, 84,

88, 106 Gutstein, Eric , 74, 90, 186–188 Guven, Bilgehan , 575 Gvozdenko, Eugene , 725, 732, 733, 735

H Habermas, Jürgen , 45, 349 Hache, S. Bastien , 772 Hadas, Nurit , 572, 575, 952 Hadi, Sutarto , 414 Hagège, Claude , 81 Hager, Paul , 209 Häggström, Johan , 930, 931 Hahn, Corinne , 218, 220, 223, 226 Haines, Christopher R. , 557 Halinen, Irmeli , 1030 Hall, Carol , 215, 728

Hall, Jennifer , 667 Halliday, Michael , 46, 50, 51 Halmos, Mfi ria , 807 Hameyer, Uwe , 951 Hammer, David , 679 Hancock, Chris , 648, 658 Hanley, Una , 57, 58 Hanna, Gila , 277, 289, 551, 574, 814, 906, 920 Hannah, John , 629 Hannula, A. , 219 Hannula, Markku S. , 120 Hansen, Barbara A. , 509 Hansen, Eric G. , 734 Hansen, Hans C. , 29 Harding, Ansie , 697, 699, 701, 708, 714 Harding, David , 13 Harding, Kelly J. , 346, 347 Harel, Guershon , 248, 306, 307, 530, 605 Hargreaves, David H. , 471 Hargreaves, M. , 735, 736 Harjunen, Elina , 1030 Harkness, Shelly S. , 338 Harlos, Carol Ann , 697, 699 Harradine, Anthony , 628, 659, 666, 679 Harré, Rom , 46 Harries, Tony , 178, 960 Harris, Mary , 56, 57 Harris, Pam , 21, 259 Hart, Juliet E. , 875 Hart, Laurie C. , 334, 344, 364, 375, 377, 415 Hartono, H. , 414 Hasan, Ruqaiya , 46 Hasenbank, Jon , 603 Haslina bte Hj Mahmud , 410 Hassi, Marja-Liisa , 219 Hatano, Giyoo , 399 Hattie, John A. , 363, 734 Hattori, Katsunori , 882 Hau, Kit-Tai , 958, 966 Hauser, Peter C. , 79 Hautamäki, Airi , 1030 Hautamäki, Jarkko , 254, 260, 1030 Hayter, John , 23 Hazin, I. Falcão , 108 He, X. , 378 Head, Alison J. , 695 Healy, Lulu , 69, 78, 92, 93, 572, 575, 776,

780, 781 Heater, Brenda , 339 Hegedus, Stephen J. , 52, 599, 626, 776 Heiberger, Richard M. , 651 Heid, M. Kathleen , 247, 248, 540, 597,

599, 601, 602, 623, 624, 626, 628, 629, 631

1075Author Index

Heinz, Karen , 464 Henn, Hans-Wolfgang , 550, 551, 920, 960 Hennessy, Sara , 768 Henningsen, Inge , 225 Herbel-Eisenmann, Beth A. , 51–53, 369, 371,

380, 382–384, 386 Herber, George Mead , 45 Herbert, Carrie , 404 Herbert, Sandra , 604, 629 Herbst, Patricio G , 42, 52, 574 Hernández, Rosa Becerra , 327 Hernandez-Martinez, Paul , 52, 468, 556 Hernandez-Sánchez, M. , 763 Herrera, Tony A. , 697–699 Hersant, Magali , 699 Hersh, R. , 349 Hershkowitz, Rina , 157, 572, 575, 831,

914, 952 Hiebert, James , 146, 150, 155, 156, 158, 160,

411, 412, 414, 436, 819, 838, 840, 848, 851, 878, 881–883, 983, 984, 992, 993

Higgins, Steven , 532 Higgins, T. L. , 667, 680, 681 Higginson, William , 710 Hill, Heather C. , 395, 629, 631 Hillel, Joel , 623 Hino, Keito , 464, 849 Hirsch, Donald , 839 Hivon, Laurent , 699, 767, 770 Hjh Rosmawati bte Hj Abu Bakar , 410 Hjh Rozaimah bte Hj Abdul Wahid , 410 Hjh Tini bte Hj Sani , 410 Hjh Hafi zah bte Hj Salat , 410 Hjh Kamsiah bte Hj Ismail , 410 Hjh Mardiah , 410 Hjh Ramnah bte Pg Hj Abdul Rajak , 410 Hjh Shimawati , 410 Hjh Yunaidah bte Hj Yunus , 410 Hjh Zarinah bte Hj Jamudin , 410 Hoang, Van Sit , 20 Hobart, Michael E. , 529 Hodge, Lynn L. , 146, 153 Hodge, Rachel , 222 Hodgson, Bernard R. , 274, 798, 812, 904–909,

917, 934 Hodgson, Thomas , 603 Hodkinson, Phil , 209 Hoehn, L. , 615 Højgaard, Tomas , 991 Hofmann, T. , 644 Hogan, Bob , 884 Hogan, Maureen P. , 181 Hohenwarter, Marcus , 771

Hokstad, Leif Martin , 519 Holcomb, John P. , 644, 740 Holder, Deborah , 214, 217, 219, 221, 222, 234 Hole, B. , 763 Holland, Dorothy , 551 Hollar, Jeannie C. , 602 Hollebrands, Karen Flanagan , 572, 575, 576,

599, 631, 644, 699 Holliday, Amanda , 91 Hollingsworth, Hilary , 156, 158, 160, 848,

851, 881 Holman, Henry , 15 Holton, Derek , 518, 628 Homer, Matthew , 723, 735, 736 Homse, Lucas Correa , 187, 191, 192 Hong, Ye Yoon , 604, 630–632 Honig, Meridith I , 509 Hoon, Seah Lay , 850 Hoover, Matthew , 763 Hopmann, Stefan T. , 1013 Hopp, Carolyn , 124 Horkheimer, Max , 45 Horstman, Theresa , 708 Horton, Nicholas J. , 671, 675, 679 Horwood, John , 10, 13, 16, 17, 840, 841 Hošpesova, Alena , 118, 382, 849 Houang, Richard T. , 489, 838, 1012 Hough, Sarah , 341 Hourbette, Danièle , 89 Houssart, Jenny , 225 Howson, Geoffrey , 276, 282–284, 287, 289,

292, 294, 460, 757, 801, 805, 806, 828, 846, 904, 946, 950, 952, 954, 956, 960

Hoya, S. , 620 Hoyles, Celia , 56, 57, 205, 212, 215, 216, 396,

486, 502, 511, 518, 543, 551, 554, 560, 572, 575, 590–592, 602, 644, 667, 694, 696, 699, 767, 770, 969

Høyrup, Jens , 14, 15 Hua, Yinchin , 537 Huang, Rongjin , 158, 377–379, 382, 386, 849 Huberman, A. Michael , 333 Huckstep, Peter , 395 Hughes, Janet , 707–709, 711–713 Hughes, R. Martin , 90 Hull, Glynda , 223 Hunkin-Finau, Salusalumalo S. , 260 Hunt, D. Neville , 651 Hunter, Judy , 223 Hunter, Robert , 413 Huntley, Ian , 830 Hurd, Jacqueline , 415, 418, 882 Hurford, Amy , 308, 557

1076 Author Index

Husén, Torsten , 244, 792, 794, 837, 862, 979, 987, 1011, 1022

Husman, Jenefer , 698 Husserl, Edmund , 45 Hutcheson, Graeme , 468 Hutchison, Dougal , 1033 Hutton, B. Meriel , 215, 728 Huzzard, Tony , 54 Hwang, Jun , 1026–1027 Hyde, Janet S. , 124 Hymes, Dell , 345

I Idris, Yazid , 695 Ikeda, Miyako , 839 Ilavarasan, P. Vigneswara , 693 Illeris, Knud , 221, 222 Inagaki, Kayoko , 399 Ingram, Naomi , 120 Ingvarson, Lawrence , 252 Inprasitha, Maitree , 882 Ireland, Seth , 666 Irvine, Sidney , 722 Irwin, Kathryn C. , 963 Ismael, Abdulcarimo , 180 Isoda, Masami , 414, 534, 540, 541 Ivanic, Roz , 222

J Jablonka, Eva , 21, 41–44, 55, 61, 149, 155,

157, 161, 177, 184, 211, 304, 311–314, 319, 349, 352, 847, 852, 926, 962

Jablonski, Nina G. , 130 Jabobini, Octavio R. , 183 Jackiw, Nicholas , 571, 578, 654, 656 Jackson, Kara , 494 Jackson, Nancy S. , 223 Jackson, Paul , 951 Jacobs, Jennifer K. , 156, 158, 160, 881 Jacobsen, Edward Carl , 812, 902, 912, 932, 934 Jacobsen, Rebecca , 505 Jahn, Ana-Paula , 92, 93, 576, 584, 773, 774 Jahnke, Hans N. , 29, 551, 574 Jakku-Sihvonen, Ritka , 1030 Jakubowski, Maciej , 839 Jakwerth, Pamela M. , 1012 Jancarík, Antonin , 447 Jankvist, Uffe T. , 303, 305 Janvier, Bernadette , 628 Jaquet, François , 911 Jardine, Rick , 703

Jarvin, Linda , 536, 537 Jarvis, Dan , 778, 782 Jaworski, Adam , 315 Jaworski, Barbara , 91, 120, 328, 364,

371–373, 381, 383, 385, 393, 394, 400–406, 408, 414, 417, 419, 421, 440, 918, 919

Jeeves, Malcolm A , 307 Jenkins, Michael , 575, 577 Jennings, Todd , 88 Jensen, Jens H. , 991 Jeronnez, Louis , 536 Jiménez-Molotla, Jesús , 760 Jockusch, Elizabeth , 362 Johnson, Erin P. , 531 Johnson, Martin L. , 91, 551 Johnson, R. Burke , 334 Johnston, Bill , 205, 219, 226 Johnston-Wilder, Sue , 605, 757, 765 Jones, Doug , 962 Jones, Graham A. , 839, 962, 1036 Jones, Ian S. , 731 Jones, Keith D. , 572, 574–577, 584, 771 Jones, Lee R. , 1026 Jones, Peter L. , 631 Jones, Phillip S. , 1023 Jones, Phillip W. , 1018 Jones-Newton, Kristie , 343 Jonker, Vincent , 766 Jordan, Alexander , 336 Jorde, Doris , 1012 Jorgensen, Robyn , 146, 154, 225 Joseph, George G. , 553 Judson, P. T. , 601 Julie, Cyril , 758, 759, 762 Jun , Li, 101 Jungwirth, Helga , 204, 226

K Kaasila, Raimo , 339 Kafai, Yasmin , 89 Kahane, Jean-Pierre , 287, 757, 846 Kahneman, Daniel , 675 Kaiser, Gabriele , 550, 557, 830, 962, 978, 984,

996, 997, 1014 Kalas, Ivan , 699, 767, 770 Kaldrimidou, Maria , 846 Kamens, David H. , 9, 11, 16 Kang, Helen J. , 1013 Kanu, Yatta , 346 Kao, L. L. , 89 Kaplan, David , 644, 740, 839 Kapur, J. N. , 810, 811

1077Author Index

Kaput, James N. , 599, 626 Karim, Abdul Muchtar , 414 Kariya, Takehiko , 122 Karjalainen, Tommi , 254, 260, 1030 Karp, Alexander , 31, 274, 799, 800, 803, 805,

807, 809, 817, 852, 853 Karpinski, Louis C. , 14, 17 Karshmer, Arthur , 536 Katsap, Ada , 182, 192 Katz, J. Sylvan , 830 Kauertz, Alexander , 873 Kaur, Berinderjeet , 158, 850, 874, 887, 1003,

1014, 1031, 1032 Kawanaka, Takako , 156, 158, 878, 983,

992, 993 Kawasaki, Teresinha F. , 694 Kazak, Sibel , 671, 672 Keady, P. , 261 Keane, Mark T. , 732 Keast, Stephen , 402, 916 Keitel, Christine , 7, 21, 22, 27, 29, 57, 106,

121, 124, 150, 155–159, 266, 267, 295, 296, 349, 412, 444, 572, 798, 805, 818, 820, 837, 839, 847–849, 851, 902, 926, 928, 950, 953, 962, 984, 1019, 1034

Kellaghan, Thomas , 1014, 1015 Kelly, Anthony , 92, 763 Kelly, B. , 539 Kelly, Dana L. , 954, 1022, 1031 Kelly, Ronald R. , 79 Kemmis, Stephen , 404 Kempf, Arlo , 828 Kendal, Margaret , 632, 963 Kendall, Mike , 756 Kenderov, Petar S. , 921 Kent, Phillip , 205, 212, 215, 216, 551, 554,

644, 667 Keogh, John J. , 226 Kerr, Clark , 1019 Kerr, Stephen , 708 Kersting, Nicole B. , 156, 158, 160, 880 Khalil, Hassan K. , 680 Khaneboubi, Mehdi , 89 Kho, Tek Hong , 963 Khuzwayo, Herbert , 161 Kiam, Low Hooi , 850 Kidron, Ivy , 572, 624 Kidwell, Peggy Aldrich , 27, 530–533, 535,

536, 538, 539 Kieran, Carolyn , 315, 316, 361, 367, 572, 602,

608, 609, 612, 613, 621, 623, 696 Kieran, Tom , 464 Kifer, Edward , 1012, 1025

Kilpatrick, Jeremy , 7, 25, 29, 57, 104, 150, 207, 266, 267, 274, 282, 284, 288, 293, 296, 312, 346, 395, 572, 791, 792, 794, 805, 812, 820, 828, 837, 839, 862, 913, 914, 918, 933, 935, 950, 962, 1013, 1015, 1023

Kim, M. , 671, 672 Kim, Sam , 969 Kim, Yongnam , 20 Kimmelman, Paul , 878, 1014 Kimura, Eiichi , 882 Kinach, Barbara M. , 436 King, Karen , 118 King, Samuel , 746 Kingston, Neal M. , 735 Kington, Alison , 471 Kinsel, M. , 464 Kirsch, Irwin , 839 Kirshner, David , 115, 362 Kitchen, Richard S , 852, 853 Kivelä, Simo K. , 1030 Klein, David , 487 Klein, Felix , 277, 280, 281, 283, 535, 536,

802, 817 Klein, Mary , 917 Klesath, Marta , 705 Klieme, Eckhard , 1027 Kline, Morris , 285, 1023 Klineberg, Otto , 103 Klingner, Janette K. , 87 Kloosterman, Peter , 124, 245, 962 Klothou, Anna , 52 Klusmann, Uta , 336 Knijnik, Gelsa , 74, 112, 113, 121, 125, 177,

178, 211, 217–219, 233, 479 Knobel, Michèle , 704 Knoll, Steffen , 156, 158, 878, 992, 993 Knorr, Wilbur Richard , 533 Knuth, Eric , 147, 573, 963, 966 Koay, Phong Lee , 874 Koc, Yusuf , 518, 777–779, 782 Koehler, Matthew J. , 447, 448, 652, 768,

778, 782 Koistinen, Laura , 480 Kolezab, Eugenia , 118 Kolmogorov, Andrey , 807, 811 Kolpakowski, T. , 679 Konold, Clifford , 648, 650, 659, 660,

666–668, 671, 672, 679–681 Kor, Liew Kee , 258 Korabinski, Athol A. , 731, 732 Korb, Katrina , 735 Kortenkamp, Ulrich , 773 Kortum, Samuel , 1018

1078 Author Index

Koseki, Kiyoshi , 882 Koskela, Pekka , 1030 Kotsopoulos, Donna , 705 Kotthoff, Hans-Georg , 876 Kotzmann, E. , 349 Kowalski, Robin , 706 Kozol, Jonathan , 72 Krainer, Konrad , 328–331, 336, 346, 361, 364,

365, 375, 382, 384, 387, 394, 399, 400, 402, 403, 432, 449, 503, 780, 815, 816, 821, 919

Kramer, Rita , 536 Krauss, Stefan , 336 Krazer, Adolf , 914 Kreis, Yves , 773 Kress, Gunther , 46, 709 Kroeze, David , 878, 1014 Krutetskii, Valdim , 554 Krygowska, A. Z. , 8, 288, 289 Krzywacki, Heidi , 480 Kuhn, Jonathan R. D. , 652 Kuiper, William , 951 Kunter, Mareike , 336 Kuntz, Gerard , 772 Kupari, Pekka , 1018, 1031 Kupiainen, Sirkku , 254, 260, 1029, 1030 Kwon, Jung-Min , 736 Kynigos, Chronis , 575, 699, 780, 781

L Laaksonen, Seppo, , 1030 Laborde, Collette , 266, 287, 296, 518, 571,

572–576, 584, 590, 591, 602, 605, 607, 613, 630, 699

Laborde, J. M. , 571 Labov, William , 84 Lacan, Jacques , 46 Laclau, Ernesto , 468 Lacroix, Guy I. , 342 Lacy, Doreen , 181 Lagrange, Jean-B. , 446, 511, 518, 599, 602,

605, 613, 626, 630, 694, 696, 767, 776, 778, 782, 969

Lahaye, Louise , 121 Lakoff, George , 551, 561 Lambdin, Diana , 518, 777–779, 782 Lambert, Julie , 875 Lampe, Cliff , 695 Lampert, Magdalene , 557 Landry, S. D. , 875 Lang, Harry G. , 79 Lange, Troels , 169 Langrall, Cynthia W. , 962

Lankshear, Colin , 704 Lanz, Carlos , 350 Lapointe, Anthony E. , 1013 Laridon, Paul , 178 LaRoque, Perry , 736 Lassak, Marshall , 591 Latour, Bruno , 558 Lattuca, Lisa R. , 866 Lave, Jean , 44, 74, 104, 105, 107, 108,

110, 115, 116, 119, 205, 209–212, 214, 558

Lavicza, Zsolt , 771 Lavonen, Jari , 480, 1030 Lavy, Ilana , 316 Law, John , 337 Lawn, Martin , 1018, 1030 Lawson, Michael J. , 341 Leavy, Aisling , 342 LeBaron, John , 757, 758 Lebethe, Agathe , 437–440, 442, 449 LeCompte, Margaret D. , 33, 333 Leder, Gilah C. , 124, 245 Lee, Arthur M. S. , 543, 544, 730, 763 Lee, Chuan Seng , 852 Lee, Hyunjoo , 20, 644 Lee, Lesley , 628 Lee, Ming Chee , 775 Lee, Oklee , 875 Lee, Peng Yee , 887, 924, 1032 Lee, Valerie , 863 Lee, Yi-Fang , 249, 552 Leffl er, James C. , 509 Lehrer, Richard , 30, 401, 550, 551, 575, 577,

667, 671, 672 Lehto, Ollie , 802, 904–906, 934 Leigh-Lancaster, David , 631, 763 Leikin, Roza , 336, 394, 817 Leinwand, Steven , 885, 893 Lemut, Enrica , 575 Leonard, Jacqueline , 247, 248 Leontiev, Alexei , 76, 108, 212, 552, 553, 555,

556, 558 Lerman, Stephen , 43, 50, 58, 74, 104,

105, 109, 120, 146, 147, 218, 224, 296, 304, 306, 311–314, 321, 679, 699, 703

Lesh, Richard , 92, 306–308, 310, 550, 557, 558, 763, 776

Leslie, Elsie , 465 Lessard, Claude , 121 Lesser, Lawrence , 652 Lester, Frank K. Jr. , 57, 267, 401, 486, 1018 LeTendre, Gerald K. , 153, 244, 250, 798,

819, 820

1079Author Index

Leu, Yu-Chyn , 21 Leung, Allen Yuk Lun , 52, 525, 528, 543,

544, 572, 574, 577, 578, 580, 758, 759, 762

Leung, Frederick Koon Shing , 21, 57, 153, 160, 266, 296, 517–519, 572, 810, 811, 820, 836, 840, 849, 960, 985, 997, 998

Levenson, Esther , 118, 344 Levin, Henry , 839 Levin, Morten , 92, 346 Levy, Mark R. , 693 Lévy, Pierre , 702, 712, 714 Lewis, Benjamin Merrill , 382 Lewis, Catherine , 153, 414, 415, 418, 882, 883 Li, J. , 962 Li, Qiong , 341, 958, 966 Li, S. , 473, 965 Li, Xiaobao , 966 Li, Yeping , 9, 150, 378, 386 Liang, Hai-Ning , 700 Liau Tet Loke, Michael , 841 Libbrecht, Paul , 773 Lichnerowicz, André , 284, 286, 292, 293 Lidz, Carol S. , 729 Lie, Svein , 981, 989 Lietzmann, Walther , 804 Lighthill, James , 923 Liljedahl, Peter , 337, 345 Lim, Chap Sam , 243, 256, 258, 414, 415,

841, 883 Lim, Geok Kuan , 410 Lima, Priscila Coelho , 219 Limber, Susan , 706 Lim-Teo, Suat Khoh , 901, 923 Lin, Fou Lai , 328–331, 399, 432, 466, 519,

701, 815, 816, 821 Linchevski, Liora , 316 Lindenskov, Lina , 84, 86, 93, 206 Lindlom-Ylanne, Sari , 148 Lindner, Martin , 880 Lindquist, Mary M. , 1018, 1024 Lingard, Bob , 231, 232, 399, 401, 1018, 1030 Linn, Robert Lee , 328 Linnakylä, Pirjo , 1018, 1031 Lins, Abigail Fregni , 525 Lins Lessa, Mônica Maria , 108 Lipka, Jerry , 170, 181, 183, 193 Lipták, László , 882 Liston, Daniel P. , 866 Little, Judith W. , 88, 364 Liu, Haibin , 961 Livingston, Carol V. , 125 Livne, Nava L. , 734

Livne, Oren E. , 734 Llinares, Salvador , 341, 364, 365, 449, 701, 779 Lloyd, Gwendolyn M. , 338, 464, 465, 474 Lluis, E. , 807, 808 Lobato, Joanne , 466 Loejo, Antonio , 884 Lohwater, Arthur J. , 807 Loisy, Catherine , 782 Lokan, Jan , 848, 851 Lombardo, Denise F , 183 Long, Howard H. , 103 Long, Pamela D. , 14 Loong, Esther , 698 López, Luz S. , 882 Lopez, Monica , 874 Lopez, Mottier L. , 118 Lopez-Real, Francis J. , 153, 160, 810, 820,

836, 849, 960, 985, 997, 998 Loveless, Tom , 148–150, 152 Lowe, Jim , 633 Lozano, Maria D. , 591, 761 Lu, Allison , 771 Lubienski, Sheryl T. , 327–328 Luckmann, Thomas , 45 Luhmann, Niklas , 45, 1019 Luna, Eduardo , 830, 962 Lundeberg, Mary Anne , 366 Lupiáñez, José L. , 873, 884, 889 Luria, Aleksandr R. , 107, 120 Lynch, Trevor , 364 Lytle, Susan L. , 384, 404, 439

M Ma, Liping , 794 Maasz, Juergen , 204, 226 Macedo, Suzana , 107 Machado, Milene C. , 114, 115 Mackrell, Kate , 575, 576 Maclure, J. Stuart , 23 MacMullen, Edith N. , 15 Macrae, Sheila , 205 Madden, Sandra R. , 644 Maestro, Carmen , 873 Magalhães, V. P. , 107 Magne, Olof , 84, 85, 87 Maguire, Terry , 226 Maher, Carolyn A. , 92 Maher, Frinde , 251 Main, Susan , 519 Makar, Katie , 385–386, 648, 670, 675, 680, 682 Maksheev, Z. , 803 Malaty, George , 1030 Males, Lorraine , 384

1080 Author Index

Malheiros, Ana Paula dos Santos , 696, 701 Maloney, Alan ,550 Malsch, Fritz , 804 Maltempi, Marcus V. , 696, 701 Mammana, Carmelo , 969 Mammana, C. , 969 Manaster, Alfred B. , 156, 158, 160, 838 Manaster, Carl , 156, 158, 160 Manen, Max Van , 45 Manly, Myrna , 228, 229 Mantoan, Maria Teresa , 87 Maplesoft , 731 Maratas, Ilhan K. , 575 Marcuse, Herbert , 45 Margolinas, Claire , 431, 434, 437 Maria bte Abdullah , 410 Mariotti, Maria-Alessandra , 77, 539, 572, 573,

575, 577, 579, 584, 590, 592, 699 Marrades, R. , 575, 699 Marschark, Marc , 79 Martignone, Claudia , 541 Martin, Ben R. , 830 Martin, Danny , 56, 70, 75, 76, 92, 126, 222,

224, 247, 248 Martin, J. R. R. , 46 Martin, Lyndon , 120 Martin, Michael O. , 150, 954, 981, 988, 989,

1014, 1016, 1022, 1028, 1031 Martin, Romain , 737 Martinovic, Dragana , 697, 708 Martio, Olli , 1030 Martland, Jim , 91 Marton, Ference , 578 Marx, Karl , 44, 50 Maschietto, Michela , 539 Masingila, Joanna O. , 177, 179 Mason, John , 31, 296, 337, 605, 607, 628 Massarwe, Khayriah , 181 Matos, João F. , 44, 88, 91, 108 Matos, José Manuel , 273 Matras, Mary A. , 601, 602 Matthews, Lou E. , 184 Mattos, Adriana Cesar , 50, 121 Matz, Marilyn , 362 Maxara, Carmen , 656–658, 675 Mayer, Connie , 79, 82 Mayer-Foulkes, David , 1020 Mayes, Robert , 602, 628 Maynard, Rebecca A. , 510 Mayo, Merrilea , 969 McClain, Kay , 118, 316, 551, 553 McClain, Oren L. , 76 McCrae, Barry , 848, 851 McCullough, B. D. , 651

McCusker, Sean , 680 McDermott, Ray , 87 McDonnell, Lorraine M. , 509 McDonough, Elizabeth , 757, 758 McGaw, Barry , 1013 McGee, David , 14 McGlaughlin, Ale , 126 McGrath, Daniel , 839 McGuire, George , 731 McIntyre, Donald , 394, 403, 405 McKnight, Curtis C., , 19, 20, 362, 489, 838, McLeod, Douglas B. , 488, 1024 McMaken, Jennifer , 1026–1027 McMullin, Lin , 621 McMurchy-Pilkington, Colleen , 125 McMurry, Charles A. , 24, 25 McNab, Donald , 888 McNamara, Olwen , 57, 120, 469 McNeely, Maggie , 878, 1014 McNeil, Nicole M. , 536, 537 McVittie, Janet , 120 Mead, Nancy A. , 1013 Meagher, Michael , 572 Meaney, Tamsin , 169 Mechelli, Andrea , 81 Medina, Elsa , 644, 649, 651 Medrich, Elliott A. , 954 Mehta, Niranjan , 346 Meira, Luciano , 116, 117, 120 Meissner, Hartwig , 767 Meletiou-Mavrotheris, M. , 667 Mellin-Olsen, Stieg , 56, 57, 75, 121, 248, 251,

295, 460 Mellissinos, Ma , 88, 1024 Menasian, James , 601, 602 Menchaca, Maria , 103 Mendelovitz, Juliette , 839 Mendick, Heather , 75, 76, 919 Menghini, Marta , 281, 287, 904, 910, 911 Menon, Ramakrishnan , 21, 838 Mercat, Christian , 773 Mercier, Alain , 305 Merle, Michel , 970 Mesa, Vilma , 52, 793, 794, 861, 1015 Messina, Graciela , 348 Meyfarth, Thorsten , 678 Micheletti, Chiara , 575, 576, 587 Miles, Matthew B. , 333 Milgram, R. James , 489 Miliukov, Paul N. , 820 Mill, John Stuart , 349 Miller, Catherine D. , 650 Miller, Jen , 532 Millroy, Wendy , 108

1081Author Index

Mills, Charles Wright , 45 Mingat, Alain , 12, 13 Mishra, Punya , 447, 448, 768, 778, 782 Mislevy, Robert J. , 722, 723 Mitchell, Karen Janice , 1026 Mittag, Hans-Joachim , 652 Miyakawa, Takeshi , 414 Moelands, Henk , 839 Mogari, David , 178 Mohammad Ariffi n bin Hj Bakar , 410 Mok, Ida Ah Chee , 149, 155, 157, 161, 847,

849, 852 Monaghan, John , 604, 630, 632, 780, 781 Monge, Gaspard , 535 Monkman, Karen , 397, 399 Monroe, Eula E. , 810, 811 Monroe, Paul , 23 Monroe, Will S. , 15 Monseur, Christian , 839 Montague, Marjorie , 87 Monterrubio, M. Consuelo , 884 Montessori, Maria , 15, 536 Montt, Guillermo , 839 Moon, Bob , 19, 284, 835 Mooney, Edward S. , 962 Moore, Darlinda , 644, 645, 648 Moore, Eliakim Hastings , 28, 278, 282, 535 Moore, Joyce L. , 109 Moore, Rob , 227, 235 Morales, Diana , 839 Moreira, Darlinda , 179 Moreira, Leonor , 185–187 Moreira, Plinio C. , 121 Moreno, Constanza , 79 Moreno-Armella, Luis , 77 Morgan, Candia , 44, 50, 51, 76, 109, 173, 213,

218, 224, 926 Morin, Edgar , 451 Morris, Anne K. , 340, 436 Morrone, Anastasia S. , 338 Moschkovich, Judit N. , 53, 76, 79, 80, 90, 111 Moser, Urs , 1012 Mosimege, Mogege , 178, 180 Moskowitz, Jay H. , 1017, 1018 Moss, Joan , 575–577, 584 Moss, Pamela A. , 892 Mosteller, Frederick , 830 Motard, L. , 284, 286, 293 Mouffe, Chantal , 467 Mourshed, Mona , 880 Mousley, Judith , 346, 400, 518, 777–779, 782,

916, 917 Mousoulides, Nicholas , 308, 575 Mouwitz, Lars , 208

Moya, Andrés , 350 Moyer, John C. , 950, 963, 966, 969 Moyer, Patricia S. , 536 Mukhopadhyay, Swapna , 74, 75 Mullen, Jana , 220, 224, 226 Mullis, Ina V. S. , 150, 865, 954, 981, 989,

1014, 1016, 1022, 1024, 1028, 1031 Munn, Penny , 85 Murata, Aki , 364, 375–377, 386, 410, 415 Murray, T. Scott , 1013, 1015 Mwakapenda, Willy , 809

N Näätänen, Marjatta , 1030 Nabonnand, Philippe , 277 Nachlieli, Talli , 52 Nardi, Elena , 303, 316, 320 Nascimento, Jorge C. , 108 Nasir, Na’Ilah Suad , 176, 189, 249 Nathan, Mitchell J. , 436 Nebres, Ben F. , 8, 9, 13, 74, 693, 798, 800,

805, 902, 907, 908, 911, 923, 924, 968

Nédélec, Dreslard D. , 442 Nelson, Barbara , 464 Nelson, Stephen R. , 509 Nelson, Tamara , 416 Nelson-Barber, Sharon , 74, 75, 90 Nemirovsky, Ricardo , 628 Nesher, Perla , 914 Neubrand, Michael , 336, 394, 839, 1027 Neumann, Knut , 873 Neuwirth, Eric , 651 Newman, Denis , 76 Newman, M. Anne , 410 Newmarch, Barbara , 214, 217, 219, 221,

222, 234 Newstead, Karen , 845 Ng, Swee F. , 887, 963 Nguyen, Phuong-Mai , 1019 Ni, Yujing , 958, 966 Nicéas, Lenice , 107 Nichols, Sharon L. , 453 Nicholson, Ann , 735 Nicholson, James , 680 Nicol, Cynthia , 121, 913, 988 Nicolet, Jean Louis , 284, 286, 293 Nie, Bikai , 465, 473, 950, 961, 963, 966, 969 Nieto, L. J. B. , 449 Niss, Mogens , 221, 401, 550, 551, 920, 935,

960, 977, 991, 1028 Nissen, Gunhild , 930 Nixon, Althed Scott , 89

1082 Author Index

Nkhwalume, Alakanani Alex , 124 Nkopodi, Nkopodi , 180 Noffke, Susan E. , 346 Nolan, Kathleen , 57, 477 Nolasco, Margarita , 346 Noppeney, Uta , 81 Norjah bte Hj Burut , 410 Norman, Donald A. , 713 Norton, Pam , 631 Norwood, Karen , 602 Noss, Richard , 56, 57, 205, 212, 215, 216,

226, 503, 518, 543, 551, 554, 560, 572, 590–592, 602, 644, 667, 699, 757, 765, 767, 770

Nóvoa, António , 1017 Novotná, Jarmila , 118, 328–331, 399, 431,

432, 437–440, 442, 447, 449, 451, 815, 816, 821, 849

Noyes, Andrew , 209 Nunes, Terezhinha , 79, 82, 107, 146, 154, 172,

205, 209, 211 Núñez, Rafael , 561 Nussbaum, Miguel , 519

O Oates, Greg , 631, 928 O’Brien, Mia , 385–386 O’Callaghan, Brian R. , 602 Ochs, Kimberly , 1019 O’Connor, Carla , 84, 87 O’Connor, Kathleen M. , 1014, 1022, 1028, 1031 Odani, Kenji , 882 O’Day, Jennifer , 487 O’Doherty, John , 81 O’Donoghue, John , 204, 208, 226 Oepnjuru, George , 213 Ogborn, John , 662 Ograjenšek, Irena , 644 O’Hagan, Joan , 234 Ohara, Yutaka , 414 Ohuche, R. Ogbonna , 809 Okubo, Kazuyoshi , 882 Olaya, Rojas A. , 348 Oldknow, Adrian , 969 Olesen, Henning Salling , 204, 207 Olive, John , 648 Oliveira, Claudia Hosé , 177 Olivera, Mercedes L. , 146, 346 Olivero, Frederica , 573–576, 579–582, 584, 587 Olivier, Alwyn , 845 O’Loughlin, Noreen , 342 OLPC Foundation , 759 Olson, John F. , 150, 989, 1022, 1031

Olson, Lynn , 1026 Oner, Diler , 575 Onwuegbuzie, Anthony J. , 334 Or, C. M. , 52, 574 Ormell, Christopher P. , 29, 30 O’Rode, Nancy L. , 341 O’Rourke, John , 519 Orr, Eleanor W. , 83, 84 Orton, R. , 306, 307 Osana, Helen P. , 342, 575, 577 Osborne, Jonathan , 507 Osgood, William F. , 835 Osler, Audrey , 131 Ostermeier, Christian , 880 O’Sullivan, Christine Y. , 989, 1016 Ottaviani, Maria-Gabriella , 930 Otte, Michael , 463, 956 Otten, Samuel , 380 Oughton, Helen , 223, 226 Owen, Eugene , 1018

P Page, David P. , 18 Pagliaro, Claudia M. , 79 Pais, Alexandre , 57, 73, 87, 178, 181 Paiti, Margaret , 465 Palafox, Juan Carlos , 1015 Palamidessi, Mariano , 874 Palhares, Pedro , 112, 113 Palmiter, Jeanette , 601 Pampaka, Maria , 52, 468 Panizzon, Debra , 364, 384 Paola, Domingo , 574–576, 579, 580, 587, 699 Paparistodemou, Efi , 667 Papert, Seymour , 287, 757, 765 Papy, Frédérique , 287 Parada, Sandra , 782 Paraide, Patricia , 179 Pardala, Antoni , 807 Park, Kyungmee , 849 Park, Soojin , 839 Parker, Thomas , 487 Parshall, Karen H. , 905 Parson, Talcott , 45 Parsons, Jim B. , 346, 347 Pashley, Peter J. , 1014 Passeron, Jean-Claude , 104, 127, 128 Passos, Claudio C. M. , 118 Pateman, Neil A. , 243 Paterson, Judy E. , 630 Patrick, Rachel , 183, 192, 193 Patton, Michael Q. , 333 Pea, Roy , 728, 737

1083Author Index

Pegg, John , 364, 384 Pehkonen, Erkki , 1029, 1030 Pelgrims Ducrey, Greta , 728 Pellegrino, James W. , 1026 Pellerey, Michelle , 285 Peltenburg, Marjolijn , 729 Pena, Sergio D. J. , 130, 131 Pennington, M. Nan , 698 Penuel, William R. , 52, 519, 746 Pepin, Birgit , 771 Pereira-Mendoza, Lionel , 874 Pereyra, Miguel A. , 876 Perks, Pat , 419–421 Perret-Clermont, Anne-Nelly , 104 Perry, John , 27, 28, 535 Perry, Rebecca , 415, 418, 882, 883 Persens, Jan , 846 Peskette, J. W. , 284, 286, 293 Pestalozzi, Johann , 534, 535 Peters, Michelle , 1019 Peterson, Blake E. , 382 Peterson, Jodi , 507 Petrosino, Anthony , 436 Pfannkuch, Maxine , 645, 646, 671, 675,

678, 679 Phillips, Brian , 929 Phillips, David , 1019 Phillips, Eileen , 710 Phillips, Gary W. , 1013, 1014 Philp, Hugh , 83 Piaget, Jean , 108, 109, 284, 286, 292, 293,

306–309, 315, 316, 434, 461, 806 Picker, Susan H. , 709 Pierce, Robyn , 600, 604, 628–630, 632, 633,

743, 768 Pilot, Albert , 1019 Pimm, David , 50, 51, 53, 710, 757, 765 Pinar, William F. , 951 Pineau, Elysse Lamm , 713 Pinto, Marcia M. F. , 694 Pinxten, Rik , 32 Pirie, Susan , 120 Pitombeira de Carvalho, João , 804 Pittalis, Marios , 575 Pitta-Pantazi, Demetra , 575 Planas, Núria , 80, 81, 106, 115, 121, 170, 171,

179, 186, 346 Plofker, Kim , 528 Pluvinage, François , 287, 757 Podworny, Stefan , 678 Poirier, Louise , 375 Pollack, Robert , 18 Pollak, Henry O. , 31, 551, 806 Pollatsek, Alexander , 668

Pollitt, Alastair , 729 Pollock, Elizabeth , 885, 893 Pollock, Maggie , 725 Pólya, George , 550, 556, 807, 817 Ponte, João Pedro , 396, 701 Pool, Peter , 723, 735, 736 Popkewitz, T. Neville , 116 Popper, Karl , 306 Porter, Andrew C. , 1026–1027, 1034 Posadas, Linda S. , 758, 759, 762 Posch, Peter , 346, 364, 368, 382 Posner, Jill K. , 108, 109 Post, Thomas , 306, 307, 763 Postlethwaite, T. Neville , 837, 954, 986 Potari, Despina , 209 Potter, John , 503 Powell, Arthur B. , 69, 74, 75, 80–83, 88, 91,

92, 112, 115, 121, 126, 184, 248, 251, 286

Pozzi, Stefano , 215, 560 Prais, Sig J. , 1013 Pratt, Dave , 661, 671, 699 Pratt, Nick , 120 Prawat, Richard S. , 1012 Preissle, Judith , 33 Premkumar, G. Prem , 654 Prenzel, Manfred , 880, 1027 Prescott, Anne , 436 Presmeg, Norma C. , 114, 115, 146, 147, 170,

171, 176, 177, 256, 258 Prestage, Stephanie , 419–421 Preuschoff, Corinna , 150, 1016, 1022, 1031 Price, Beth , 725, 735 Price, Cathy J. , 81 Price, Michael , 27, 286, 535 Prieto, Annalyse K. C. , 187, 191, 192 Pring, Richard , 405 Pritchard, C. , 697 Pritchard, Ruth , 402 Prömmel, Andreas , 676 Prusak, Anna , 120, 316 Prus-Wisniowska, Ewa , 179 Pryor, John , 220, 225 Puig Adam, Pedro , 284, 286, 293 Pulte, Helmut , 574 Purakam, O. , 811 Putt, Ian , 917

Q Quan, Wang Lin , 811 Quander, Judith , 147 Quinn, Naomi , 551 Quirk, William , 487

1084 Author Index

R Rabardel, Para , 572, 591, 603, 631 Radford, Luis , 49, 51, 171, 172, 190, 470,

565, 592 Rafanan, Ken , 519 Rahman, Anisur , 346 Raizen, Senta A. , 489, 988, 1012 Rakotomalala, Ramahatra , 12, 13 Ralston, Anthony , 287 Ramsey, Fred L. , 653 Rands, Kathleen , 71 Rantanen, Pekka , 1030 Rappaport, I. , 221 Rasmussen, Chris , 118 Rasmussen, P. , 204, 207 Rautalin, Marjaana , 1030 Rav, Y. , 574 Ravitch, Diane , 253 Ravn, Ole , 61 Reading, Chris , 930 Reason, Rea , 85 Recorde, Robert , 534 Redmond, Trevor , 633 Reed, Helen J. , 107, 592, 769 Reed, Yvonne , 80, 81 Rees, Gareth , 477 Reeve, William D. , 24, 804, 834 Regan, Meridith M. , 671, 675, 679 Régnier, Jean-Claude , 538 Reid, Constance , 802 Reinikainen, Pasi , 839, 1018, 1031 Reis, Maria C. , 213, 225 Reisner, Edward H. , 19 Reiss, Kristina M. , 467 Relethford, J. H. , 130 Remillard, Janine T. , 179, 464, 472–474 Renert, Moshe , 60, 352 Renshaw, Peter , 120, 399, 401 Resnick, Lauren , 956, 957 Resnick, Tzippora , 952 Restivo, Sal , 121 Restrepo, A. , 874, 891 Reyes, Laurie Hart , 245 Reynolds, David , 364 Reys, Barbara J. , 950 Reys, Robert E. , 950 Rhodes, Valerie , 205 Richter, Jutta , 277 Rickhuss, Mike G. , 602 Rico, Luis , 873, 886 Rico, Mercedes , 654 Ridgway, Jim , 680, 952 Rijpkema, Koo , 745 Rinne, Risto , 1018, 1030 Ripley, Amanda , 1019

Rismark, Marit , 519 Rivera, Antonio , 480 Rivkin, Steven , 253 Rizo, Filipe M. , 884 Rizvi, Fazal , 231, 232 Roadrangka, Vantipa , 841 Robert, Aline , 305 Roberts, David Lindsay , 27, 28, 519, 525,

530–533, 535, 536, 538, 539, 812 Roberts, T. , 178 Robertson, Roland , 399 Robinson, Carol , 746 Robinson, Sharon P. , 8 Robitaille, David F. , 509, 838, 862, 902, 951,

957, 979–981, 985–989, 1012, 1022 Robitzsch, Alexander , 729 Robutti, Ornella , 574–576, 579–582, 584, 587,

592, 622, 699 Rock, Donald A. , 736 Roddick, Margaret , 1014 Rodrigues, José F. , 220, 224, 226 Rodrigues, Marco Aurélio Borela , 187, 191, 192 Rodriguez, Gerardo , 620 Roesken, Bettina , 120 Rogalski, Janine , 305 Rogers, Alan , 207, 213 Rogers, Leo F. , 915, 934 Rogoff, Barbara , 44, 76, 109, 154 Rohlen, Thomas P. , 153 Rojano, Teresa , 628, 760, 761, 767 Rojas, Yury M. , 187 Romberg, Thomas A. , 813, 956 Rønning, Frode , 931 Rorty, Richard , 129 Rosa, Milton , 679 Rosas, Lesvia , 350 Roschelle, Jeremy , 519, 599, 746 Rosen, Gershan , 437–440, 442, 449, 451 Rosenberg, Diana , 808 Rossi-Becker, Joanne , 124 Rossman, Allan J. , 648 Roth, Kathleen J. , 880, 881 Roth, Wolf-Michael , 212, 552, 565 Rowe, David , 215, 728 Rowe, Ken , 252 Rowland, Tim , 395, 404 Rozina bte Awg Hj Salim , 410 Rubenson, Kjell , 206, 232 Rubenstein, Rheta , 950 Ruddock, Graham J. , 989, 1016 Rueda, Enrique , 736 Ruiz, Angel , 911–913 Russell, Susan Jo , 680, 963 Ruthven, Kenneth , 29, 286, 287, 305, 402,

603, 623, 757, 762, 765, 768

1085Author Index

Rutkowski, David , 1017 Ryan, Julie , 558 Ryan, Marilyn , 124 Ryve, Andreas , 51, 314, 315, 319

S Sabra, Hussein , 772 Sacristán, Ana I. , 758–760, 762, 763, 767,

770, 782 Safford, Katherine , 204 Sahlberg, Pasi , 151, 152, 1030 Sahlström, Fritjof , 157, 160, 850 Saito, Mioko , 863 Saito, Noboru , 882 Saiz, Mariana , 480 Sakonidis, Haralambos , 52, 846 Saldanha, Luis , 602, 612 Saleh, Fatimah , 258 Salin, Marie-Hélène , 442 Säljö, Roger , 146, 373 Saló i Nevado, Läia , 219 Salsburg, David , 677 Salway, Leida , 90 Sammons, Pam , 471 Sanchez, Hector , 654 Sánchez Vázquez, G. , 932 Sandlin, Jennifer A. , 644 Sandoval, Ivonne , 782 Sangiorgi, O. , 808 Sangwin, Chris J. , 730, 763 Santagata, Rossella , 340, 446, 779 Santos, Madelina , 108, 767 Santos, Silvanoc C. , 702 Sapere, Patricia , 79 Saracho, Alberto , 869, 876, 877, 880 Sarmiento-Klapper, J. W. , 704, 705 Sarrazy, Bernard , 431, 451, 453 Sato, Manabu , 374 Sauble, Irene , 31 Saunders, Lesley , 471 Sawada, Toshio , 984, 995, 996, 1012 Saxe, Geoffrey B. , 107–109, 179 Schafer, Daniel W. , 653 Schaffer, Gene , 364 Schagen, Ian , 1033 Schappelle, Bonnie P. , 488, 1024 Scharlemann, Martin , 489 Schauble, Leona , 401, 671, 672 Scheerens, Jaap , 839 Scheinin, Patrik , 1030 Scherer, Petra , 346 Scheuermann, Friedrich , 735, 737 Schiefele, Ulrich , 1027 Schiffman, Zachary S. , 529

Schifter, Deborah , 963 Schilling, Steven G. , 395 Schleicher, Andreas , 228, 839, 875 Schliemann, Analúcia D. , 104, 107, 108, 154,

172, 179, 205, 209, 211, 212 Schlöglmann, Wolfgang , 204, 226 Schmidt, William H. , 19–21, 487, 489, 838,

845, 862, 878, 879, 983, 988, 1012, 1014

Schmitt, Mary Jane , 228, 229 Schneider, Barbara , 485 Schneider, Wolfgang , 1027 Schoenfeld, Alan H. , 104, 267, 303, 305, 307,

467, 556, 557, 630 Scholz, Roland W. , 296, 934 Schön, Donald A , 364 Schrage, Michael , 692, 704 Schriewer, Jürgen , 1019 Schubring, Gert , 24, 274, 277, 281, 283,

798–802, 804, 833, 834, 904–906, 914, 976

Schümer, G. , 1027 Schütz, Alfred , 45 Schwarz, Baruch , 157, 572, 575, 831, 952 Schwingendorf, Keith E. , 309 Scribner, Jay P. , 244, 250 Scribner, Sylvia , 104, 107, 109 Scucuglia, Ricardo , 709, 713 Seago, Nanette , 336, 394 Seah, Wee Tiong , 21, 113, 115, 179, 402, 916 Secada, Walter G. , 72, 88, 245, 968 Sedig, Kamran , 700, 703 Sedlmeier, Peter , 675 Seeger, Falk , 121, 146, 318 Seel, Norbert M. , 315 Sefa Dei, George J. , 828 Segerholm, Christine , 1018, 1030 Séguin, Edouard , 15 Seidman, Edward , 510 Sekiguchi, Yasuhiro , 464, 849 Seligman, M. E. P. , 161 Seliktar, Miriam , 124 Selleck, Richard J. W. , 16, 25 Sells, Lucy W. , 104 Selwyn, Neil , 503, 695 Semenov, Alexei , 758, 759, 762 Senk, Sharon L. , 950, 951 Sennett, Richard , 235 Sensevy, Gérard , 305 Serrano, Ana , 156, 158, 878, 992, 993 Serrano, W. , 352 Servais, Willy , 284, 286, 293 Setati, Mamokgethi , 53, 80, 81, 120, 255,

256, 346 Sethole, Godfrey , 21, 149, 850

1086 Author Index

Sewell, Tony , 126 Seymour, Dale , 530, 536 Sfard, Anna , 52, 60, 74, 120, 315–320, 328,

558, 828 Sharat-Amir, Yael , 679 Sharp, Donald W. , 109 Sharygin, I. F. , 818 Shaughnessy, J. Michael , 361, 681 Shavelson, Richard J. , 479 Shearer, Brenda A. , 366 Sheets, Charlene , 599, 601, 602, 628, 629 Sheffi eld Hallam University , 503 Shelley, Nancy , 919 Sherin, Bruce , 679 Sherin, Miriam G. , 436, 779 Sherman, Julia , 245 Shevkin, L. , 818 Shewbridge, Claire , 875 Shibata, Rokuji , 537 Shimizu, Katsuhiko , 1012 Shimizu, Shizumi , 882 Shimizu, Yoshinori , 21, 145, 149–151,

155–160, 412, 414, 444, 464, 839, 847–849, 851, 984, 995, 996, 1003

Shin, Jongho , 20 Shin, Soo Yeon , 850 Shiohata, Mariko , 220, 225 Shirley, Lawrence , 113 Shiu, Christine , 14 Shockey, Todd L. , 177 Shorrocks-Taylor, Diane , 735, 736 Shuell, Thomas J. , 697, 699 Shulman, Lee S. , 394–396, 447, 631 Shumar, Wesley , 705 Shute, Valerie J. , 734 Shymansky, James A. , 875 Siang, Kim Teng , 538 Sidoli, Nathan , 277, 906 Sierpinska, Anna , 118, 207, 296, 312, 313,

828, 935 Sila’ila’i, Emilie , 465 Silva, D. , 351 Silva, Vanisio L. , 112, 125 Silver, Edward A. , 42, 120, 933 Silverman, Frederick L. , 182, 192 Silverman, Jason , 701 Simmel, Georg , 45 Simmt, Elaine , 51 Simola, Hanu , 1018, 1030 Simon, Martin , 396, 397, 405, 414, 415,

421, 464 Simons, Herbert A. , 159 Simpson, Adrian , 608

Sinclair, Nathalie , 320, 571, 574–577, 582, 584, 590, 591, 710

Singh, Parmjit , 827, 841 Singh, S. , 125 Sintsov, D. , 803, 804 Siu, M. K. , 282 Sjøberg, S. , 1013 Skemp, Richard , 293, 294 Skinner, Burrhus F. , 293 Sklar, Jeffrey C. , 652 Skott, Jeppe , 336 Skovsmose, Ole , 12, 46, 56, 61, 74, 118, 121,

172, 176, 178, 183–185, 194, 210, 248, 296, 349, 373, 479, 953, 955

Slavit, David , 416 Sloan, Deborah , 121 Sloane, Finbarr , 1015 Sloane, Peter F. E. , 873, 1028 Slovic, Paul , 675 Smees, Rebecca , 471 Smid, Harm J. , 285 Smith, David Eugene , 17, 23, 28, 280, 537,

801, 804, 835, 1010 Smith, Dorothy E. , 45 Smith, David R. , 109 Smith, Heather J. , 532 Smith, Louis M. , 120, 147, 156, 158,

160, 339 Smith, Margaret S. , 120, 147, 156, 158, 160 Smith, Mark K. , 952 Smith, Marshall S. , 486, 487, 509, 510 Smith, Matthew L. , 486, 509, 510 Smith, Marvin E. , 334, 344 Smith, Ryan C. , 576 Smith, Shannon D. , 695 Smith, Stephanie Z. , 334, 344 Smith, Teresa A. , 954, 1014, 1022, 1028, 1031 Snell, J. Laurie , 644, 651 Snow, Catherine E. , 512 Sølvberg, Asrid M. , 519 Som, Nicholas A. , 652 Somekh, Bridget , 346, 364, 368, 382, 479 Son, Ji-Won , 343 Sonenberg, Elizabeth , 735 Sotelo, Francisco L. , 880 Soury-Lavergne, Sophie , 773, 774, 782, 919 Southwell, Beth , 31, 415, 882 Sowell, Evelyn J. , 536 Speer, For , 336 Speer, Natasha M. , 336 Spencer, Herbert , 25 Spencer, Patricia E. , 79 Spitzer, Sandy M. , 436 Spivak, Gayatri C. , 346

1087Author Index

Sriraman, Bharath , 42, 57, 74, 77, 105, 121, 283, 303–305, 307, 308, 310, 312, 314, 318, 319, 321, 550, 936, 959

Stacey, Kaye, , 600, 628–633, 721, 725, 735, 743,765 768, 838, 839, 963

Stadler, E. , 320 Stahl, Alan M. , 14 Stahl, Gerry , 698, 704, 705, 708 Stake, Robert E. , 333, 488, 1024 Stanat, Petra , 1027 Stanic, George M. A. , 24, 25, 245 Stanley, Christine A. , 76 Star, Jon R. , 340 Stark, Joan , 866 Starkey, Hugh , 131 Staub, Natalie , 213 Steen, Lynn A. , 31, 72, 221, 727 Steffe, Leslie P. , 296, 464 Stehlíková, Nad’a , 445 Steinberg, Linda S. , 722 Steinbring, Heinz , 296, 346, 350, 364, 396, 828 Steiner, Hans Georg , 291, 296, 350 Steiner-Khamsi, Gita , 1018 Steinfi eld, Charles , 695 Steinle, Vicki , 725, 735 Stemhagen, Kurt , 292 Stemler, Steven E. , 988 Stengers, Isabelle , 452 Stenhouse, Lawrence , 364, 403 Stentoft, Diana , 59 Stephan, M. , 30, 118, 414, 1017, 1018 Stephens, Maria , 1017–1018 Stephens, Max , 414 Sternberg, Robert J. , 104, 105, 146 Stevens, Peter A. J. , 106 Stevenson, Harold W. , 20, 840, 848, 983, 993 Stevenson, Ian , 575, 576 Stewart, Sepideh , 629, 630 Stigler, James W. , 146, 150, 155, 156, 158,

160, 340, 411, 412, 414, 446, 779, 819, 838, 840, 848, 851, 878, 880–883, 983, 984, 992, 993

Stillman, Gloria , 179, 550, 557, 917 Stinson, David W. , 74, 76 Stobart, Gordon , 471 Stocker, David , 188 Stockero, Shari L. , 340 Stohl Lee, Hollylynne , 92 Stokoe, William C. , 81 Stone, John C. , 31 Sträßer, Rudolf , 220, 223, 296, 558, 560, 572,

575, 591, 699, 934 Straughn, Celka , 706 Strauss, Anselm L. , 333, 353

Streefl and, Leen , 558 Street, Brian , 213 Strickland, Sharon K. , 340 Stringfi eld, Sam , 364 Strømme, Alex , 519 Stromquist, Neil P. , 397, 399 Stroup, Walter M. , 763 Struik, Dirk J. , 275 Styles, Irene , 148 Stylianides, Andreus J. , 573 Stylianou, Despina A. , 573 Stzajn, Paola , 88, 91 Subramaniam, K. , 963 Sukthankar, Neela , 124 Sullivan, Peter , 55, 328, 394, 400, 402, 916, 952 Sundefeld, Marcia L. M. M. , 187, 191, 192 Suri, H , 72 Sutherland, Rosamund , 960, 969 Sutton, John , 147 Swafford, Jane O. , 1012, 1025 Swain, Jon , 214, 217, 219, 221, 222, 234 Swanson, Dalene , 479 Swantz, Marja-Lissa , 346, 347 Swars, Susan L. , 334, 344 Swetz, Frank J. , 14, 17, 806 Swinnerton, Bronwyn , 723, 735, 736 Sykes, Gary , 485 Symanzik, Jurgen , 652 Szablewski, Jackie , 222 Sztajn, Paola , 468, 470

T Tabach, Michael , 952 Taimina, Daina , 534, 540, 541 Tait, Kenneth , 735, 736 Tall, David O. , 608 Tan, Alexandra , 878, 1014 Tan, Daphne M. M. , 695 Tan, Hazel , 743 Tan, Kok Eng , 258 Tan, Magdalene X. J. , 695 Tang, K. N. , 258 Tang, R. , 961 Tardif, Maurice , 121 Tareke, Mebrak , 839 Tarr, James E. , 962 Tarvainen, Kyosti , 1030 Tashakkori, Abbas , 334 Tatar, Deborah , 599 Tate, William F. , 87 Tatsis, Konstantinos , 118, 120 Tatto, Maria T. , 21, 845 Tay, K. , 695

1088 Author Index

Taylor, Chris , 477 Taylor, Edward H. , 835 Taylor, Peter J. , 921 Taylor, Steve , 630 Teddlie, Charles B. , 334, 364 Teese, Richard , 55 Teixeira, Paulo J. M. , 118 Terlouw, Cees , 1019 Terman, Nancy , 341 Tesch, Renata , 33 Thanh, Nguyen Chi , 758, 759, 762 Thanheiser, Eva , 343 Thom, René , 285 Thomas, G. , 91 Thomas, J. , 1019 Thomas, Michael O. J. , 409, 518, 604,

606–609, 628–632 Thomas, Peter G. , 602 Thomas, William B. , 103 Thompson, Alba G. , 336 Thompson, Denisse R. , 950, 951, 1014 Thorndike, Edward L. , 19 Thorsten, M. , 157, 460 Threlfall, John , 723, 735, 736 Thunder, Kateri , 76 Thwaites, Anne , 395 Thwaites, Bryan , 285, 287 Tichá, Marie , 382 Tillmann, Klaus-Jürgen , 1027 Timmerman, Christianne , 106 Timmons-Brown, Stephanie , 91 Tintori, Stefania , 181 Tirosh, Dina , 118, 294, 328, 344, 394, 396,

400, 402, 420, 421, 919 Tobias, Sheila , 210 Tobies, Renate , 28 Todd, Peter M. , 215, 234 Todes, Daniel P. , 19 Tolstoy, Leo N. , 819 Tomlin, Alison , 188, 193, 213 Toomey, Ron , 696 Törner, Günter , 283, 305, 314, 467, 959 Torney-Purta, Judith , 840 Toro-Álvarez, Catalina , 882 Torres, Rosa M. , 20 Tout, Dave , 228, 229 Towers, Jo , 120 Towne, Lisa , 472, 479 Tran, Si Nguyen , 20 Travers, Kenneth J. , 838, 862–864, 902, 951,

979, 985–987, 1012, 1025 Treffers, Adri , 558 Treviño, Ernesto G. , 863 Trewin, Dennis , 644

Trgalovà, Jana , 773, 774 Trigueros, Maria , 760, 761, 763, 770 Trouche, Luc , 287, 305, 518, 539, 540, 590,

592, 599, 602, 603, 605, 613, 621, 630–632, 680, 681, 699, 738, 753, 767, 768, 770, 772, 775, 781, 782, 893

Tsai, K. H. , 775 Tsai, Yi-Miau , 336 Tsamir, Pessia , 118, 294, 344 Tsang, Betty , 489 Tsatsaroni, Anna , 43, 76, 213, 225, 232 Tseng, Ellen , 156, 158, 160 Tseng, Vivian , 507, 510 Tsuchida, Ineko , 414, 882 Tucker, Bradley J. , 342 Tukey, John W. , 646, 671 Tuomi-Gröhn, Terttu , 210 Tusting, Karin , 222 Tversky, Amos , 675 Tyack, David B. , 530 Tymoczko, Thomas , 791 Tzekaki, Marianna , 846 Tzur, Ron , 464

U Ueno, Kenji , 29 Ulep, Soledad Asuncion , 21, 149, 160,

412, 850 Umaki, Sandra , 465 Umland, Kristin , 303, 305, 306, 321 Upex, Stephen , 12 Upitis, Rena , 710 Ursini, Sonia , 760 Usiskin, Zalman , 599, 950, 964 Uworwabayeho, Alphonse , 346

V Vacc, Nancy N. , 336, 436 Vadcard, Lucile , 576, 582 Vahey, Phil , 599 Valdés, Hector , 863 Valencia, Enrique , 346 Valencia, Richard , 102, 106, 122, 126 Valero, Paola , 44, 56, 57, 59, 61, 73, 75, 87,

105, 112–113, 115, 121, 189, 347, 348, 930, 953, 968

Välijärvi, Jouni , 1018, 1031 Valls, Julia , 341, 779 Valsiner, Jaan , 103 Valverde, Gilbert A. , 489, 1012 van Berkum, Emiel , 745

1089Author Index

van den Akker, Jan J. H. , 951 van den Heuvel-Panhuizen, Marja , 30, 396, 729 van der Kooij, Henk , 209 van der Ploeg, Arie , 878, 1014 Van der Veer, Rene , 103 Van Egmond, Warren , 14 Van Es, Elizabeth , 779 van Groenestijn, Mieke , 228, 229 Van Houtte, M. , 106 Van Leeuwen, Theo , 709 van Lint, Jacobus H. , 287, 757 van Maanen, Jan , 915 van Oers, Bert , 30, 550, 551 van Oosterum, Boers M. A. M. , 602 van Velthoven, Wim , 649 van Zoest, Laura R. , 464, 474 Vandebrouck, Fabrice , 699 VanLehn, Kurt , 735 Varga, Tamas , 807 Vayssettes, Sophie , 839 Vazquez, S. C. , 80, 81 Velleman, Paul , 647, 651 Vere-Jones, David , 929 Vergel, Rodolfo , 417, 418 Vergnaud, Gérard , 108, 110, 191, 210, 212 Vérillon, Pierre , 572, 603, 631 Vermandel, Alfred , 296 Verner, Igor , 181 Verschaffel, Lieven , 30, 550, 551 Verzani, John , 648, 651 Viadero, Debra , 8 Vicki Zack , 439 Vico, Giambattista , 353 Viirman, Olive , 320 Villani, Vinicio , 969 Villarreal, Monica E. , 592, 696, 699, 702, 712,

713 Villoutreix, Elisabeth , 839 Vincent, Jill L. , 118, 626 Visnovska, Jana , 778 Vistro-Yu, Catherine , 8, 9, 508, 511, 586, 798,

902, 953 Vithal, Renuka , 21, 128, 129, 149, 172, 176,

178, 347, 412, 798, 850, 902, 953, 955, 1019, 1034

Vogeli, Bruce R. , 807 Voigt, Jörg , 55, 121, 146 Volmink, John , 953, 955 von Jezierski, Deter , 538 Voss, Tamar , 336 Vukasinovic, Natasha , 652 Vygotsky, Lev , 77, 78, 105, 107–109, 120,

146–149, 212, 434, 461, 536, 551–555, 572, 573, 728, 806

W Wadsworth, Leigh M. , 698 Wager, Anita A. , 74 Wagner, David , 41, 51–53, 188 Wagner, Jon , 372 Waits, B. K. , 539 Wake, Geoff D. , 52, 210, 220, 224, 226, 468,

556, 559 Walcott, Crystal , 962 Walker, Judith , 206 Walker, Lorraine , 884 Walkerdine, Valerie , 116, 127, 210, 213, 466 Wall, Kate , 532 Walls, Fiona , 57, 58 Walsh, Michael , 345 Walshaw, Margaret , 41, 57, 75, 120, 176 Wander, Roger , 600, 628, 630, 632, 633 Wanderer, Fernanda , 177 Wang, Tsung-Yi , 838, 1012 Wang, Ning , 966 Wang, Qiyun , 695 Wang, Tsung-Yi , 775 Ward, Jenny , 91 Warman, Arturo , 346 Wartofsky, Marx W. , 550, 566 Waschescio, Ute , 121, 146 Watanabe, Ryo , 839 Watanabe, Tad , 882 Waters, Michael , 693 Watson, Anne , 115, 119, 120, 147, 558, 773, 814 Watson, Jane M. , 644, 645, 666, 667, 679 Watts, Michael , 333 Way, Jenni , 399, 917 Waywood, Andrew , 32, 266, 267 Wearne, Diane , 156, 158, 160 Weaver, J. Fred , 293 WebAssign , 729, 730, 737 Weber, Keith , 92 Weber, Max , 44 Webster, Joan Parker , 181 Wedege, Tine , 177, 203, 204, 206, 208, 222 Weekes, Debbie , 126 Weeks, Keith , 215, 728 Weigand, H.-G. , 599 Weigel, Margaret , 706 Weiner, Lois , 106 Weinzweig, Aurum I. , 979 Weiß, Manfred , 1027 Weisner, Thomas S. , 510 Weissglass, Julian , 341 Welch, Wayne W. , 486 Wells, Gordon , 404 Wenger, Etienne , 44, 110, 116, 119, 169, 177,

189–191, 211, 397, 404, 558

1090 Author Index

Werry, Beven , 8, 805, 968 Wertsch, James V. , 77 West, Roscoe L. , 10, 17, 19 West, Webster , 651 Westbrook, Susan , 473 Westbury, Ian , 8, 9, 838, 862–864, 951, 979,

987, 1012 Westwood, Peter S. , 26, 31, 32 Weyl, Herman , 306 White, Allan Leslie , 31, 150, 393, 409–411,

414, 415, 882, 883 White, Bruce , 698 White, Dorothy , 147 White, Jeffrey L. , 249, 250 Whitescarver, Keith , 536 Whitney, Hassler , 290 Whitson, James A. , 115 Whitty, Geoff , 471, 757, 765 Wiener, Hermann , 286 Wigfi eld, Allan , 512, 839 Wight, Charles A. , 734 Wignaraja, Ponna , 346 Wijers, Monica , 766 Wikipedia , 486 Wilcox, Brian L. , 510 Wild, Chris J. , 645, 646, 671, 675, 678, 679 Wild, David G. , 731 Wilensky, Uri , 699, 763, 767, 770 Wiley, David E. , 489, 838, 1012 Wiliam, Dylan , 486, 721, 723, 724, 733, 738,

747, 765 Wilkins, Jessie L. M. , 343 Willey, Ruth , 91 William T. Grant Foundation , 486, 507 Williams, Gaye , 120, 145, 159–161 Williams, Julian , 52, 210, 220, 224, 226, 465,

468, 549, 556, 558, 559, 839 Williamson, David M. , 723 Willis, Sue , 124, 173, 174, 194 Willmore, Edwin , 950, 964 Willmore, Thomas , 286 Willms, Douglas , 839 Wilson, Barry J. , 651, 808, 950, 952 Wilson, G. , 697 Wilson, Melvin , 330 Wilson, Suzanne M. , 437, 464, 465 Wilson, W. Stephen , 487, 530 Winbourne, Peter , 109, 115, 119, 147, 558 Winkelmann, Bernard , 296, 934 Winter, Jan C. , 90 Winters, Tina M. , 472 Wirszup, Isaak , 812 Wise, Lauress L. , 472

Witmann, Erik C. , 401 Wittgenstein, Ludwig , 443, 451 Wodewotzki, Maria Lucia , 183 Wolfe, Richard G. , 838, 1012 Wolley, Norman , 728 Wong, Khoon Yoong , 887, 1032 Wong, Ka-Lok , 544, 730, 763 Wong, Ngai-Ying , 20, 473, 518, 959, 965 Wood, L. , 124 Wood, Ruth , 532 Wood, Terry , 91, 147, 328, 364, 394, 400–402,

780, 850 Woodward, John , 87 Woolley, Norman , 215 Woolman, David C. , 17 Wooton, William , 284 World Bank , 1011, 1018–1020 World Class Arena , 726, 727 Wright, Cecile , 126 Wright, EricOlin , 45 Wright, Robert J. , 85, 409 Wu, C.-J. , 21 Wu, Hung-Hsi , 489 Wu, Margaret L. , 9, 21, 26, 1009, 1031

X Xu, Guo-Rong , 43

Y Yackel, Erna , 54, 118, 319, 551, 553 Yahya, Kurnia , 768, 778, 782 Yamaguti, M. , 296, 757 Yanez, Evelyn , 170, 181 Yang, Rui , 1026–1027 Yap, Sook Fwe , 874 Yariv-Masal, Tali , 1017 Yasukawa, Keiko , 44, 203, 205, 219, 221, 223,

225, 226 Yates, Frank , 646 Yee, Foong Pui , 1032 Yee, Wan Ching , 90 Yerushalmy, Michal , 577, 628, 696 Yin, Robert K. , 333 Yore, Larry D. , 875, 888 Yoshida, Minoru , 150, 375, 376, 382,

414, 882 Young, Jacob W. A. , 28, 835, 862 Young, Michael , 45, 218, 235 Young-Loveridge, Jennifer , 409 Youngson, Martin A. , 731, 732 Yurita, Violeta , 320, 590

1091Author Index

Z Zack, Vicki , 346, 400, 437–440, 442, 449, 451 Zang, Li-Fang , 146 Zangeneh, Bijan , 411 Zannoni, Claudia , 340, 446, 779 Zaslavsky, Claudia , 809 Zaslavsky, Orit , 419, 421 Zawojewski, Judith , 306, 307, 550, 558 Zbiek, Rose Mary , 518, 520, 599, 602, 623,

624, 626, 628, 629, 631 Zeichner, Ken , 345 Zemel, Alan , 705, 708 Zeuli, John S. , 366 Zevenbergen, Robyn , 56, 75, 112–113, 115,

124, 223, 699

Zhang, Dake , 9, 961 Zhao, Y. , 965 Zhu, Yan , 466 Zieffl er, Andrew , 644, 740 Zikopoulos, Marianthi , 814 Zimmerman, Jonathan , 10 Ziqiang, Zhu , 810, 811 Žižek, Slavoj , 46, 468 Zoido, Pablo , 839 Zolkower, Betina , 53 Zoltan Dienes, P. , 536 Zulatto, Rúbia B. A. , 701, 702 Zuze, Tia L. , 863 Zwick Rebecca , 652

1093

A Abacus , 537–538, 540 Abbaco tradition

Pestalozzi’s challenge , 15–16 Treviso Arithmetic , 14

Accountability , 876, 892 Acculturation , 111, 113–115 ACE. See Advanced Certifi cate in Education

(ACE) Action research , 305, 328, 345–353, 398,

399, 412 and collaborative research , 382 and professional development of teachers ,

368, 380, 384, 397 and university-based researchers , 382, 384

Active Mathematics in Classrooms (AMIC), Brunei Darussalam , 410

Activity theory , 553, 556, 558, 560, 561, 565 ActivStats , 652 The Adult Literacy and Lifeskills Survey

(ALL) , 228 Adults’ mathematics education (AME) , 4

adult defi nition , 204 aspects of

adult learner , 221 aims/goals , 221 curriculum and pedagogy , 221

awkward realities , 232 contextuality , 206 critical perspectives

invisibility of mathematics , 225–226 landless peasants , 217 mathematics learning, engagement , 226 motivation to study mathematics , 214 numeracy for nurses , 215 social practice , 224–225

techno-mathematical literacies , 215–216 transfer of mathematical learning , 224

FAME basic education , 219 higher education , 217–218

fi eld of study CHAT , 212 discursive perspectives , 213 emergence and identity , 207–209 ethnomathematics perspectives , 211 human-capital approach , 233 international research fi eld , 210 knowledge/skill requirements , 209 pedagogy , 222–224 situated perspectives , 211–212 utilitarian perspectives , 210

IFAME , 220–221 learners quality , 232 LLL concept , 206 main problems , 204 NFAME

parents , 219–220 workplace , 220

numeracy , 215 OECD , 228 policy context

change , 227 international survey risk , 227–228 international surveys of adults’ skills ,

227–228 PIAAC ( see Programme for the

International Assessment of Adult Competencies (PIAAC))

Advanced Certifi cate in Education (ACE) , 450 Advisory Committee on Mathematics

Education (ACME) , 496

Subject Index


1094 Subject Index

Advisory Council for Adult and Continuing Education (ACACE) , 210, 496, 497, 507

Affect , 106–111, 115, 117, 129 Africa , 863

school mathematics African Mathematics Program (Entebbe

Project) , 809 Africanizing mathematics education , 809 colonial infl uence , 809 conference of African Ministers of

Education , 1961, 809 religious propaganda , 808

African-American students , 83 African Mathematical Union (AMU) , 846 Africa Regional Congress of ICMI on

Mathematical Education (AFRICME) , 925

Algebra , 396, 417 and CAS curricula , 599, 600, 602, 629 instruction

computational transposition , 602 Computer-Intensive Algebra project , 602 developers and mathematics

educators , 602 graphing and spreadsheet program , 602 instrumental genesis , 603 mathematical knowledge , 603 meta-analytical approach , 602 re-balanced approach , 601 symbolic calculation programs , 601 tool-assisted procedures , 603

international mathematics curriculum , 963–964

pedagogy , 600, 631–633 representations , 598, 600, 605, 606, 610,

611, 620–626, 628, 633 transformations , 599, 603, 605, 606, 610, 623

American Institutes for Research , 1032 Anthropological theory of didactics (ATD) ,

304, 305, 311, 313, 314, 321 Anti-colonialist theories , 828 APEC. See Asia-Pacifi c Economic

Cooperation (APEC) Applets , 652 Argentina , 759 Arithmetic for all

abbaco tradition , 14–16 ability concept , 18 colonialist assumptions , 16–17 “Committee of Fifteen” report , 18 face-to-face teaching , 17 legislation , 17

Asia-Pacifi c Economic Cooperation (APEC) , 882, 883

Asian Development Bank , 818 Assessment

authentic , 782 online , 763

Assessment tasks for teacher education , 340, 341, 352

Assessment and technology and the assessment of basic skills , 740 assessment with support , 728–729 scoring issues and procedures , 723, 724

Association for Research on the Didactics of Mathematics (ARDM) , 933

Australia , 72, 86, 92, 102, 124, 384, 399, 402, 408, 412, 415, 416, 461, 464, 472, 474, 476, 536, 631, 666, 741, 743, 805, 809, 817, 876, 881–883

Australian Association of Mathematics Teachers (AAMT) , 842

Australian Council for Educational Research (ACER) , 759, 982

Australian Curriculum, Assessment and Reporting Authority (ACARA) , 644–645

Authentic assessment , 727–728, 747, 748

B Babylonian , 526 Basic components of mathematics education

for teachers (BACOMET) , 933–934 Bayesian net , 734 Begle, E.G. , 811, 812

and SMSG , 811 Benchmarking , 878 Better: Evidence-Based Education journal , 502 Bilingual learners , 80, 81 Blackboards , 531, 532, 544 Black English Vernacular (BEV) , 80, 83 BMDP , 647 Bootstrapping , 648 Borba, M.C.

and “ Pass-the Pen” , 701–703, 706–708 and Geometricks , 701, 702

Borderland discourse , 114 Brazil , 72, 78, 92, 102, 107, 112, 125, 131,

696, 713, 804, 816, 869, 877 British Council , 810 British educational system , 801 British Society for Research into Learning

Mathematics (BSRLM) , 933 Brunei Darussalam , 410 Business-Higher Education Forum (BHEF) ,

249, 250

1095Subject Index

C CAA. See Computer-aided assessment (CAA) Cabri , 587 Cabri Géomètre , 571, 760 Calculator

calculation tools , 539 controversies , 539 graphical , 696 history of , 526, 529, 537, 540 scientifi c , 696 use in assessment , 724, 738–744, 746, 748

Cambodia , 882 Cambridge University , 801 Canada , 72, 369, 530, 536, 653, 667, 816 Canadian , 373–375 Canadian Mathematics Education Study

Group (CMESG) , 933 Caribbean school mathematics , 807, 820 CAS. See Computer algebra system (CAS) Casino problem , 674 Catalonia , 876 Cell phones , 692 Centre de Recherche sur l’Ensignement des

Mathématiques (CREM) , 574 Centre for Innovation in Mathematics Teaching

(University of Exeter) , 863 Centre for International Comparative Studies

(CICS) , 887 Centre for Observation and Research in

Mathematics Education (COREM) , 432, 438, 442–444

Centre for Research on International Cooperation in Educational Development (CRICED) , 541

CHAT. See Cultural-historical activity theory (CHAT)

Chicago, 1893 meeting of mathematicians , 802 Chile , 348 China , 369, 377, 378, 386, 461, 463–465, 473,

476, 528, 537, 538, 810, 811, 814, 815, 820

cultural revolution , 810 Chinese , 377–380

abacus (suanpan) , 537 set square , 527

Chinese-language Google Scholar , 817 CIEAEM. See Commission for the Study and

Improvement of Mathematics Teaching (CIEAEM)

Cipherbook , 531 Classrooms

infl uence of the internet on , 692, 693, 696–699, 705, 711, 713–715

new forms of discourse , 699

Cockcroft Report , 209 Cognition , 105–112, 115, 116 Cognitive psychology , 147, 160, 161 Collaboration

asynchronous , 692, 701, 704, 705 hybrid , 701 remote , 703 synchronous , 701

Collaboration in mathematics education , 799–801

Collaborative learning , 767, 768, 770 Collection of technologies (COT) , 628 Collective learning , 221 College Board , 738, 740, 743, 744 College Entrance Examination Board

(CEEB) , 1023 Colombia , 346–348, 417, 418, 807, 868, 873,

874, 876, 882, 891 Colonialism , 256

and neo-colonialism , 346 and school mathematics , 810

Commission Internationale pour l’Étude et l’Amélioration de l’Enseignement des Mathématiques , 910

Commission for the Study and Improvement of Mathematics Teaching (CIEAEM) , 805, 807, 816, 817

Committee of Inquiry into the Teaching of Mathematics in Schools , 738

Commognition , 318 Common Core State Standards , 960 Common Core State Standards Initiative

(CCSSI) K–12 STEM , 491 Race to the Top program , 493

Common Core State Standards (National Governors Association (NGA), USA) , 868

Common Core State Standards for School Mathematics (CCSSM) , 1026–1027

Common Core State Standards (USA) , 488, 491–493, 508

Community of practice (CoP) , 119, 372, 404, 410

Comparative education , 862 history of , 862

Compass , 533, 541 Competencies

infl uenced by PISA , 872, 874 infl uenced by TIMSS , 874

Computational transposition , 602 Computer-aided assessment (CAA) , 730

1096 Subject Index

Computer algebra system (CAS) , 539, 544, 730, 731

and algebra curricula , 602 algebra instruction , 601–604 and assessment of learning , 722, 730, 739 basic utilities , 598 and calculus , 601, 624, 629 and examinations , 630, 631 extending procedures

Böhm’s task , 618 Diophantine equations , 614 factorization , 612–513 generated table , 618 symbolic approaches , 616–617 tabular and graphical approaches ,

616–617 Tartaglia–Cardano method , 614 TTK framework , 613

graphical capabilities , 598 history of , 598–601 implementation issues

external assessment , 630 pedagogical technology knowledge , 632 RIPA , 631 student attitudes , 629 technology , 630

implications of , 603, 604, 629–633 mathematical concepts

algebraic transformations , 606–607 continuity , 610–611 epistemic value , 604 equation and equivalence , 607–610 formulas and equation solution , 606 generalization , 604 pragmatic value , 604 representational versatility , 606 versatile thinking , 606

mathematical model activity theory , 565 blackbox , 564 confrontation , 562 “false,” 561

pedagogical opportunities , 600 personal , 532, 539, 544 reasoning opportunities

dynamically linked representations , 626–628

graphical representations , 623–624 integrated technology environments ,

626, 628 symbolic representations , 620–622

and research , 598, 600–605, 609, 613, 626, 628, 630, 631, 633–634

school algebra , 599

school curriculum, role of , 628–629 slow uptake of , 632 software , 532, 544 symbolic manipulations , 598 symbolic procedures , 600 tabular capabilities , 598, 616 theoretical discourse for , 603 and technique , 602–604, 606, 609, 612,

613, 624, 625, 629, 631, 633 technological resources , 598 technology , 564 use in assessment , 763 use in Victoria, Australia , 763

Computer-based assessment and automated scoring , 723, 724, 729,

731, 734 and on-line learning systems , 723, 725 compared with paper-based assessment ,

735–737 diagnostic feedback , 735 diffi culties with , 731 effects of sliders , 725 enhancing item presentation , 724, 726 partial credit , 726, 730–732 smart tests , 725, 735 world-class tests , 726

Computers in education game playing , 694 historical perspectives on , 704 ICMI studies on , 694

Computer-Intensive Algebra project , 602 Computer technology , 551

and mathematics education , 813 Concept maps , 341–342 Confi rmatory data analysis (CDA) , 646, 647 Confucian approach , 153 Confucian heritage and mathematics , 20, 21 Connecting data , 666, 671–674

by modelling , 671–674 Consciousness to speech method , 15 Constructionism , 765 Constructivism , 310, 401, 464–466, 479,

759, 765 Continuing professional development (CPD) ,

495, 499 Continuity , 610–611 CoP. See Community of Practice (CoP) Copybook , 531 COREM. See Centre for Observation

and Research in Mathematics Education

Costa Rica , 808 Council of Chief State School Offi cers

(CCSSO) , 1026

1097Subject Index

Council of Chief State School Offi cers & National Governors Association , 1026

Counting board , 526 Counting On (CO) program , 409 Count Me In Too (CMIT),

Australia , 408 Critical friends , 383 Critical mathematics education

Brazil , 183 four aims , 184 Frankenstein’s suggestion , 183–184 Freire, Paolo , 183 Gutstein’s problems , 187 inquiry cooperation model , 184, 185 “mathemacy,” 184 mathematical model , 185 Sandra’s comment , 188 societal contexts , 186 statistical learning , 187 “Terrible Small Numbers” project , 184 two geographical groups , 183

Critical theory , 72, 75, 87, 104, 123, 828 Cube root block , 534, 535 Cuisenaire rods , 536 Cultural-historical activity theory (CHAT) ,

212, 553, 566 Cultural and historical perspectives , 151–152 Cultural learners, cognition and affect

academic failure children , 108 binomial interaction , 111 empirical data , 107–108 focus consciousness , 109 poor economic backgrounds , 107

Culture , 106, 109, 117, 118, 121, 125–127, 129, 130, 808–810, 813, 818–820

cognitive development , 108 cultural infl uences on mathematics

education , 153 defi cit model , 102–104 frame , 110 and mathematics curricula

ethnomathematics , 111–113 mathematical enculturation and

acculturation , 113–115 semiotic interactions , 115 universal character , 116

Curriculum , 119, 122, 125–128 attained , 863, 864, 866 change , 464, 471 classroom level , 866, 867 cognitive dimensions , 866, 871 conceptual dimensions , 866–867 control , 870, 888, 890–893

defi nition , 863 degrees of expertise , 864 design , 864, 871, 872, 874–876, 880, 884,

888, 890–893 development , 463, 464, 470–474, 476 dimensions of

cognitive , 866, 868, 871 conceptual , 866, 868 formative , 866, 868 social , 866, 868

education system , 865–866 formative dimensions , 866–867 global level , 867, 868, 872–875, 891 IEA , 863–864 implemented , 863–866, 888 infl uences

assessment , 876–877 classroom levels , 869 data-driven approaches , 877–879 dimension , 870 global level , 872–875 localization , 875–876 mathematics curriculum

dimensions , 872 school level , 872 teacher education

( see Teacher education) textbooks , 884–886 types , 871–872

intended , 863–866, 872–875 localization of , 871, 872, 875–876, 888,

890–892 locus of control , 870 management , 888, 890–893 mathematics , 111–117 national , 873, 876 national standardized tests , 867 OECD , 865 policy , 890 school-based development , 873 school level , 866 social dimensions , 867 standards , 868

Curriculum Development Council , 874 Cyprus , 667, 864, 868 Czech Republic , 881

D Data collection methods , 315, 342, 351 DataDesk , 647 DataScope , 648 Deaf and hard-of-hearing (DHH)

learners , 79

1098 Subject Index

Defi cit models , 101–132, 223 . See also Socio-cultural perspectives cognitive , 85

linguistic minority students , 79 mathematics learning , 89

Delta conferences , 927–928 Denmark , 764, 820, 877, 886 Departemen Pendidikan Nasional , 875 Department for Education (DfE) , 467 Design

modes , 771–775 networks , 773

Design experiments , 486 Design research , 401, 409 Deutsche Telekom Foundation , 504 Developing mathematics educators , 270

ACE course , 450 cooperation, teachers and researchers

teacher A’s refl ections , 440–441 teacher B’s refl ections , 441

didactical culture and social anticipation , 453–454

ICT , 446–447 mathematical education , 452–453 observation

COREM , 442 decision-making , 442–443 learning and teaching , 434–435 learning mathematics , 433–434 mathematics activities , 442 ordinary classrooms , 444–445 pupil–teacher–mathematics,

interactions , 437 student teachers , 436 types , 443

practical skills , 449 pupils interactions , 452 specifi c knowledge , 449 teachers vs. researchers

Developmental psychology , 147, 154 DGE. See Dynamic geometry environment

(DGE) Didactical contract , 118 Didactical cultures , 432, 453–454 Didacticians , 371–373, 381, 383, 385, 396, 408 Didactic systems , 435 Digital-Math Environment , 732 Digital technology. See Technology Digital Windows into Mathematics , 703, 706–707 Diophantine equations , 614 Discourse , 102, 104, 118, 127, 129

analysis antagonistic relationship , 53 classroom , 51, 52

commognition , 52 “discursive psychology,” 52 Educational Studies in Mathematics , 53 Ryve’s analysis , 51 SFL tools , 51, 52 social psychology perspective , 52 “the mathematics register,” 51

borderland , 114 defi cit , 105, 106 mathematics , 120 social justice , 121–123

Discovery learning , 806 Discrimination in school mathematics , 104 Discursive approach to mathematics education

research , 303, 314–316 communicational framework , 317 endorsed narratives and routines , 319 focal analysis , 317 methodological and epistemological

grounds , 315 preoccupation analysis , 317 verbalization skills , 320 visual mediators , 319 word use , 319

Document camera , 532 Dragging tool

cognitive implications , 576, 582, 590 dummy locus , 579 equilateral triangle , 578 spatio-graphical fi eld , 580 spectral dragging , 580 theoretical fi eld , 580

declarative , 578 demonstrative , 578 drag-and-drop , 653, 654, 662 dragging points , 654–656 elementary school level , 584–587 epistemological implications

declarative and demonstrative process , 578

fi gural aspects and geometric proofs , 577

rhombus and quadrilaterals , 577 Shape Maker , 577 spatial and temporal type , 578 theory of variation , 578 transformational-saliency

hypothesis , 577 unconscious visual transformation , 577

in high school mathematics , 572, 574 and invariance , 656

Drexel University’s Mathematics Forum , 696 Drijvers, P. , 753, 763, 764, 766, 768–770

four assessment policies of , 763–764

1099Subject Index

Dutch Realistic Mathematics Education curriculum , 466

Dynamic geometry environment (DGE) , 320 in classroom contexts , 584 didactical issues , 576, 592 didactic implications , 590–591 dragging tool

cognitive implications , 579–580 elementary school level , 584–587 epistemological implications , 576–579

in elementary schools , 584–587 epistemological issues , 572, 573, 575–578,

581–584, 587, 590 and fi nding invariants , 577, 578, 580,

582, 584 in high schools , 584, 587–590 locus and tracing , 584 measurement tool , 580

cognitive implications , 582–583 epistemological implications , 581–582 high school setting , 587–590

non-Euclidean geometry , 576 and proof , 571–592 protocols , 573, 584 proving process , 576 research , 571–573, 579, 580, 583–592 role of , 572 semiotic issues , 572–573, 579, 592 tools , 573, 576, 581, 583–584, 590–592

Dynamic geometry and the internet , 699

E Early childhood mathematics , 434 Early Numeracy Research Project (ENRP),

Australia , 408 East Asia Regional Conference in

Mathematics Education (EARCOME) , 923–924

Ecological validity , 318 EDA. See Exploratory data analysis (EDA) Educational Studies in Mathematics

(ESM) , 289, 311, 315, 330, 332, 334, 398

Educational technology , 552 Educational Testing Service (ETS) , 730, 1013 Education Council , 872, 873 Education policy , 486, 492, 506, 511 Education technology. See Technology Egypt , 820, 882 EMAT project , 759–761 Enciclomedia program (Mexico) , 759,

761–762, 773, 784 Enculturation , 111, 113–115 England , 72

English National Curriculum , 502 Equations

and equivalence , 607–610 conditional , 608 identical , 608 surface structure view of , 607

Equity , 120 issues with assessment , 739, 744

Equity and access , 4–5 aboriginal Australians in homeland

communities , 259–260 American Sāmoa , 260 Botswana , 256–257 liberal perspective Malaysia , 257–259 marginalization , 248 NCTM , 247 OTL mathematics , 244 PISA , 245 policy formulation model , 260, 261 South Africa , 255–256 for students , 249 students performance , 253 teaching mathematics

BHEF , 250 diversity , 250 English-speaking school graduates , 255 language policy , 255 mainstream view , 251 politically-motivated attacks , 254 poverty , 253 productive discourse , 254 VAM approach , 252

“The Politics of,” 246–247 ESM. See Educational Studies in Mathematics

(ESM) Ethnicity , 125–127 Ethnomathematics , 74, 86, 105, 111–115, 117,

125, 808 classroom , 179 Hindu-Arabic system , 179 intercultural studies , 147, 154 learners’ views , 180 Papua New Guinea , 179 permeability , 178 research program , 177 Western mathematics , 177–178

ETS. See Educational testing service (ETS) Euclid , 282, 283 Euclidean geometry , 284, 287, 306, 307,

535, 576 European Society for Research in Mathematics

Education (ERME) , 918–919 European Union (EU) , 206, 230, 232 Every Childs Counts , 498

1100 Subject Index

Excel , 651, 681, 760 Exploratory data analysis (EDA)

graphical data exploration , 647 historical overview of , 646

F Facebook

and education , 692, 695, 715 and the relationship revolution , 692 in North Africa , 692 in the Middle East , 692 research on usage of , 695

Factoring , 612–614, 616, 617 Fathom , 648

aggregate representations , 680 drag-and-drop graphing , 654 dragging points , 654 dynamic nature , 679 link multiple representations , 656 microworlds , 656 personal features , 680 visual nature , 679

Feminist scholarship , 828 Financial literacy program , 219 Finland , 891, 1014, 1018, 1021,

1027–1031, 1033 Finland has a National Board of Education

(FNBE) , 1029 Finland, international benchmark rankings ,

151–152 Finnish education system , 152 First International Mathematics Study (FIMS) ,

792, 831, 837, 976, 1011 Formal adult mathematics education (FAME)

basic education , 219 higher education , 217–218

Formative assessment , 724, 732, 734, 746 For the Learning of Mathematics (FLM) , 933 France , 758, 764, 771–773, 775, 779 French Mathematical Space (EMF) , 924–925 Freudenthal, H. , 461, 550, 558, 805, 817

Freudenthal era , 804 Function (mathematical concept) , 803 Functions , 602, 605–608, 610–613, 615, 616,

618, 621, 623, 624, 626, 628, 629 Funds of Knowledge project , 179–180 Further Mathematics (FM) Network , 498

G Garagae observation , 257 Gender , 123–125 Gendered identities , 70, 71

Generalization , 605, 611–613, 615, 616, 620, 628

Geometer’s Sketchpad , 571 Geometric argumentation , 584 Geometric models , 535 Geometric solids , 534 Geometry , 411

dynamic , 531, 541, 543, 544 education , 282, 291 Euclidean , 535 learning tools for , 526 teaching tools for , 535, 538 virtual environments , 544

Geometry in school curricula After Euclid , 801 in primary schools , 807

Germany , 396, 400, 412, 535, 541, 667, 681, 801, 804, 864, 869, 873, 876, 879, 886, 891, 1014, 1018, 1019, 1027–1031, 1035

and PISA shock , 873 Ghana , 179, 882 Globalization , 397–399, 693, 798

and mathematics education , 798, 818 Glocalization , 399 Good education , 246 GPIMEM , 702 Graphical representations , 605, 611–613, 615,

616, 620, 628 Graphing calculators , 651, 652, 696 Grounded theory , 333, 335, 336, 400 Guided measuring , 583 Gutiérrez’s criteria , 73–74

H Habilidades Digitales para Todos (Mesxico)

program , 759, 762 Handbook of Mathematics Teacher

Education , 400 Hart inversor , 533 Heller Reports , 746 Higher Education Opportunity

Act , 491 History of mathematics , 2, 105

arithmetic for all abbaco tradition , 14–16 ability concept , 18 colonialist assumptions , 16–17 “Committee of Fifteen” report , 18 face-to-face teaching , 17 legislation , 17

basic mathematics for all Asian–American students , 21

1101Subject Index

Confucian-heritage nations , 21 quality-of-teaching factor , 20 TIMSS , 19, 20

beyond arithmetic , 21–22 The Curriculum Revolution, 20th century

Herbartianists , 25, 26 humanists and developmentalists , 25 national reports , 24 seven threads , 24–25 social effi ciency educators and

meliorists , 25 examinations Mathematics Applicable Project , 29–30 “mathematics for all”

“algebra for all,” 8 curriculum design , 8–9 modern mathematics era , 8 Saber-Tooth Curriculum , 9 scholarly discussion , 10 secondary school , 23–24 “small-m” and “big-M” forms , 9 UNESCO , 8 vertical and horizontal curriculum

relationships , 9 non-trivial mathematical modelling , 26–27 numeracy for all , 31–32 Perryism , 28 Perry, John concept , 27–28 RME program , 30, 31 schooling for all

distance education , 14 elementary forms , 10 Harding report , 13 Indonesia , 11, 12, 14 Jomtien commitment , 12 Nebres comments , 13 populations percentage , 10, 11 primary and secondary , 12 principle , 12 religious knowledge , 10 UNESCO , 12, 13

SMSG , 26 History and Pedagogy of Mathematics (HPM) ,

914–916 Honduras , 882 Hong Kong , 412, 466, 758, 874, 881, 884, 885 Hungarian mathematics educators , 818 Hungary , 816

I Iberoamerican Federation of Societies of

Mathematics Education (FISEM) , 932

ICME. See International Congress on Mathematics Education (ICME)

ICMI. See International Commission on Mathematical Instruction (ICMI)

ICT. See Information and communication technologies (ICT)

Identity , 105, 110, 115–117, 120 IGPME. See International group of psychology

in mathematics education (IGPME) Improvement , 462, 463, 475

ideological bases for , 466–472 IMU. See International Mathe Inclusive liberalism. See Lifelong learning

(LLL) concept India , 528, 810 Indonesia , 875, 882 Inequality , 123–126, 129–131 Inferential statistics

and Fathom Dynamic Statistical software , 674

hypothesis testing , 674–677 pathways to , 674–678

Infl uences of international studies cycles of data analysis , 872 localization , 871, 872 national changes , 871 on school autonomy , 871 professional development and teacher

education , 872 use of textbooks from other countries , 872

Informal adult mathematics education (IFAME) , 204

Informal Mathematics Learning Project , 92 Information and communication technologies

(ICT) , 432, 446–447, 695 preceded by information technology , 695

Inquiry community , 404, 405 Institute of International Education , 814 Institutional contexts , 270

academic networking and research community , 475–476

curriculum development and evidence-based policy

Chinese curriculum , 472 conceptualization and cultural

specifi city , 473 curriculum decision and mathematical

ideas , 471 policy makers and teacher

biographies , 471 teaching approach , 472

ideology culturally dependent , 467 curriculum content , 467

1102 Subject Index

Institutional contexts (cont.) effective practice/program success , 470 group affi liations , 468 neo-Marxist theory , 467 problem-solving approaches , 467 reform agenda , 469 research design , 468 societal structures , 469 teaching styles , 467 value systems , 470

mathematics education and research classrooms , 460 collective conceptions , 461 communities, of people , 462 English usage , 462 international competition , 460 international tests , 461 knowledge , 461–462 mathematical activity/performance , 461 OECD , 460 pedagogical attitudes , 461 PISA , 460 school mathematics , 460 TIMSS , 460

publication networks , 474–475 reform

child-centred approaches , 466 constructivism , 464 inquiry methods , 464 instructional approaches , 465 Japanese mathematics educators , 464 “math wars,” 464 modern conceptions , 464 veteran/traditional teachers , 465

training and education researchers , 476–478 Instrumental genesis

and instrumentalization , 603, 632 and instrumentation , 603, 632

Instrumental orchestration , 768 Interaction patterns , 443 Interactive forms of classroom discourse , 770 Interactive whiteboard , 699 Inter-American Committee on Mathematics

Education (IACME) , 911–913 Intercultural contexts

challenges ahead , 162–163 dichotomies

cultural traditions , 153–154 in-school and out-of-school , 154, 155 International Comparative Research

Studies , 155–156 international benchmark rankings

Finland , 151–152 lesson study , 150–151

pedagogical practices , 150 public talk , 150

international “video survey” studies , 158–159

learners, and learning processes , 145–146 LPS

“between-desk instruction,” 161 collaborative negotiation , 157 data generation techniques , 157 needs , 157 new mathematical ideas , 162 participation patterns , 161 protocol, common research , 157 qualitative video study , 158 research , 157, 160–161 research teams , 157–158 Williams’ study , 160–161

qualitative and quantitative studies experimental research , 148 large-scale quantitative studies , 148–149 resourced countries , 149 TIMSS and PISA , 148

social interaction and meaning making , 159–160

and theoretical perspectives , 146–148 TIMSS 1999 Video Study , 156

Intergeo project (Europe) , 773–776 Intermediate-level professionals , 215–216 The International Adult Literacy Survey

(IALS) , 228 International Association for the Evaluation of

Educational Achievement (IEA) , 1011

activities, outcomes , 836–837 design of , 837 FIMS , 837 First International Mathematics Study , 794 goal , 793 international studies , 1011–1012 PISA , 838–839 SIMS , 837–838 TIMSS , 838, 864 tripartite model for curriculum , 863

International Association for the Evaluation of Educational Achievement (IEA) , 507

and Trends in Mathematics and Science Study (TIMSS) , 509

International Association for Statistical Education (IASE) , 929–930

International collaboration AAMT , 842 action research , 829 British educational system , 801 channels of communication , 811

1103Subject Index

contemporary period brain drain phenomenon , 813–814 centralization , 813 CIEAEM conferences , 816, 817 foreign-born population, United

States , 814 foreign students, United States , 814, 815 JRME , 815, 816 mathematics teacher education , 815, 816 national curriculum , 813

defi nition , 829 design research , 829 education administrators , 830 globalization , 798 ICMI , 801, 803, 833–836 IEA

activities , 837 design of , 837 FIMS , 837 PISA , 838–839 SIMS , 837–838 TIMSS , 838

IMU , 802 inferential statistical approaches , 828 International Aid Organizations , 852–853 international contacts , 803 Iron Curtain , 798 large-scale studies , 831 lesson study , 829 linguistic factors , 828 LPS

analytical tools , 848 authenticity , 847 cameras and operators , 847 country-by-country listing , 848–850 design , 852 leaders , 851 non-random sampling , 852 reports , 847–848 requirements , 847 research , 847, 848 self-report data , 851 structural uniformity , 847 videotaping , 851

mathematics curricula, quality , 828 MERGA , 843 mixed-methods research , 829 national differences , 819–820 national systems , 800 pedagogical and methodological

approach , 803 PME

AMU , 846 annual conference , 843–844

international community , 844 mathematics teacher education

programs , 845 postmodern approaches , 828 programs/organizations , 832 psychometricians , 830 quality , 853–855 RECSAM , 840–842 Royaumont conference , 835 Russian mathematics education , 799, 800 school curriculum , 803 social and cultural forces , 832 Soviet Union

Africa , 808–809 Asia/Australia , 809–811 Eastern Europe , 806–807 Freudenthal era , 804 Latin America and Caribbean , 807–808 Western Europe and North America ,

805–806 teaching and learning, quality , 828 UNESCO , 812

International Commission on Mathematical Instruction (ICMI) , 268, 274, 730, 801, 803, 833–836, 904, 912, 950, 976, 1010

activities , 907 affi liation , 903, 917–918 age , 904 annual budget , 906 Commission Internationale de

I’Enseignement Mathématique (CIEM) , 798

de facto members , 906 early history of , 801 establishment of , 905 history , 902, 904 permanent IMU commission , 905–906 post-Freudenthal era , 909 regional conferences

AFRICME , 925 EARCOME , 923–924 EMF , 924–925

role of , 908 studies , 17, 694, 763

International Commission for the Study and Improvement of Mathematics Teaching (CIEAEM) , 910–911

International Commission on the Teaching of Mathematics , 1010

International Community of Teachers of Mathematical Modelling and Applications (ICTMA) , 550, 552, 557, 920

1104 Subject Index

International Congress on Mathematical Education (ICME) , 290, 328–330, 348, 804–805

International Council on Mathematics in Developing Countries (ICOMIDC) , 934

Internationale Matematik Unterricht Kommission (IMUK) , 798

International Group of Psychology in Mathematics Education (IGPME) , 43–47, 304, 311, 329, 348, 400, 449, 572, 813, 913–914

Internationalization in mathematics education , 814–188

International Mathematical Union (IMU) , 274, 802, 804, 1010

International mathematics curriculum algebra teaching , 963–964 conceptual understanding and procedural

skills , 965–967 creativity and thinking skills , 957, 964–965 curriculum, defi nition , 951–952 gifted students , 967–968 globalization , 953 internationalization , 953–955 learning goals

in China , 958 determination , 955 higher-order thinking skills , 956 NCTM goal , 957–958 school curriculum , 956 in UK , 958–959

public examinations in China , 961 classroom, role in , 961 coursework , 960 mathematical modelling , 960 TIMSS and PISA , 961–962

role of , 950 statistics and probability , 962–963

International Organisation of Women and Mathematics Education (IOWME) , 919–920

International perspectives categories , 792 of policy , 793 of practice , 793 of profession , 794

International Project on Mathematical Attainment (IPMA) study , 863, 1014

International Society for Technology in Education , 754, 756

International studies cross-sectional sample surveys , 1033

data , 1035 educational policy , 1015–1016 educational policy, impact of , 1021 Educational Testing Service , 1013 Germany and Finland , 1027–1031 IEA , 1011–1012 INES , 1017 infl uences of textbooks , 868, 872 infl uences on classroom practices , 870 infl uences on curriculum , 871, 872, 875 infl uences on teacher education , 872,

879, 892 international knowledge banks , 1018 IPMA study , 1014 Kassel project , 1014 LLECE , 1014–1015 mean score , 1033 national achievement measures , 1035 OECD indicators , 1017 PISA , 1012–1013, 1035 policy convergence , 1019–1020,

1033–1034 SACMEQ series , 1014 Singapore , 1031–1032 teaching and learning , 1034 TIMSS , 1015–1016, 1035 USA , 1022–1027

International studies of student achievement. See Programme for International Student Assessment; Third International Mathematics and Science Study

International Study Group on Ethnomathematics (ISGEm) , 928–929

Internet , 398, 651–653, 754, 755, 764, 777, 783 advantage , 693 algebra , 696 applets , 696 blended learning environment , 701 collaboration

classroom setting , 706 Digital Windows into Mathematics , 703 geometricks , 701–702 humans-with-media , 702 information revolution , 704 problematic dynamics , 706 student interactions , 705 teacher-centred communication , 705 virtual math teams , 704 visual and textual realizations , 705

different uses of , 697, 700–702, 704, 705, 707

dynamic geometry software , 699

1105Subject Index

education resources , 696 Facebook , 692 fundamental foci , 692 geometric fi gures , 696 graphical calculators , 696 human–computer interaction design , 700 infl uence on mathematics education ,

693–700 managing and monitoring learning , 714 mathematics education sites , 692 multimodality , 692, 693, 700–701,

706–709, 714, 715 networking , 695, 715 number of users of , 694, 703, 707 numerical and alpha databases , 694 online

activities , 695 help sites , 697 education , 692, 695, 696, 701,

704–706, 713, 714 mathematics courses , 692

paper-and-pencil medium , 699 pedagogical designs , 692 performance

classroom mathematics , 711–712 cognitive ecology , 712 images of mathematicians , 709–711 in mathematics , 713 multimedia authoring tools , 709 teaching-as-performance , 713 technological design principles , 713

popularization of , 694, 695 quality of teaching , 694 and real-world data , 699 researchers and curriculum developers ,

693–694 and school mathematics , 704 software , 696 spreadsheets , 696 teacher role , 698 and technology , 693–696, 702, 712, 715 and textbooks , 691, 692, 714 Twitter , 692 virtual environments , 692 Wikipedia , 695 YouTube , 692

Iran , 398, 410, 411, 416, 421, 820 Iron Curtain , 798 Israel , 412, 420 Italy , 816 Items

evidence accumulation , 747 evidence identifi cation , 747 multiple-choice , 723, 727, 729, 741, 742

operation , 747 preparation , 747 presentation , 747

J Japan , 364, 369, 376, 377, 379, 382, 383, 399,

409, 412, 464, 466, 473, 476, 535, 537, 538, 541, 799, 819, 874, 881–883

lesson study , 870, 880, 881 Japanese , 375–377 Japanese Society of Mathematics

Education , 574 Jesuit Educational Institutions , 799 Journal for Research in Mathematics

Education ( JRME ) , 327–332, 334, 398, 815, 816

Journal of Mathematics Teacher Education ( JMTE ) , 327–332, 334, 337, 364, 400

K Kassel Project (UK) , 863 K–12 education

CCSSI , 491 US government agencies , 511

Keli (in China) , 377–379 Kenya , 882 Kinematical Models for Design Digital

Library (KMDDL) , 541 KMK , 645 Korea , 464–466, 476, 819, 864, 868

L LaboMEP , 772 Landless People Movement of Brazil , 178 Landscapes of investigation , 118 Language factors in mathematics learning

code-switching , 257, 258 language of instruction , 254–255 policies , 255

Lao Country Paper , 20 Laos , 882 Laptops , 754, 759, 762 Latin America , 125, 346–349, 352, 758, 773,

799, 805, 807–808, 814, 815, 817, 818, 863, 869, 870, 872, 874

Latin American Committee on Mathematics Education (CLAME) , 931–932

Latin American Laboratory for Assessment of the Quality of Education (LLECE) , 1014–1015

1106 Subject Index

LCM. See Learning Communities Mathematics Project (LCM)

Learner’s Perspective Study (LPS) , 407, 412, 432, 438, 444–445, 793, 984

analytical tools , 848 authenticity , 847 “between-desk instruction,” 161 cameras and operators , 847 collaborative negotiation , 157 country-by-country listing , 848–850 data generation techniques , 157 design , 852 leaders , 851 needs , 157 new mathematical ideas , 162 non-random sampling , 852 participation patterns , 161 protocol, common research , 157 qualitative video study , 158 reports , 847–848 requirements , 847 research , 157, 160–161, 847, 848 research teams , 157–158 self-report data , 851 structural uniformity , 847 videotaping , 851 Williams’ study , 160–161

Learning communities in mathematics (LCM) (Norway) , 371, 408

Learning Communities Mathematics Project (LCM) , 371, 373

Learning spaces , 765–768, 770 Learning trajectories , 768 L’Ensignement Mathématique (journal) ,

801, 803 Lesson study (LS) , 364, 367, 375–377,

379–383, 385, 386, 396, 402, 409, 410, 414–416, 421

cultural challenges with , 883 and the Japan International Cooperation

Agency (JICA) , 882 Liberal Party of Australia , 876 Lifelong learning (LLL) concept , 206, 872, 873 Literacy and Numeracy Studies: An International

Journal in the Education and Training of Adults , 208

Logo (Seymour Papert) , 757, 760 LPS. See Learner’s Perspective Study (LPS)

M Making Mathematics Count (MMC) , 497–498 Malaysia , 399, 414–416 Mandarin numeration , 82, 83

Manipulatives , 536, 537 Manor Program (Israel) , 420 Making mathematics count (UK) , 496, 497 Mathematical communication , 268 Mathematical Creativity and Giftedness

(MCG) , 921–922 Mathematical learning spaces

collaborative learning , 767 mental learning space , 766 MobileMath game , 766–767 out-of-the-classroom/out-of-school

learning , 766 for teachers , 767 ubiquitous learning , 766

Mathematical literacy , 723, 724, 865 Mathematical model

computer algebra systems activity theory , 565 blackbox , 564 confrontation , 562 “false,” 561

cultural-historical perspectives academic scientifi c model , 553 activity theory , 553 formal language , 554 human labor , 552 schools and academies , 553 scientifi c concepts , 553 scientifi c/theoretical thinking , 554 Wason’s reasoning task , 555 zone of proximal development , 555

cultural models , 551 defi nition , 550–551 metacognitive process , 550 physical models , 551 problem solving

Freudenthal tradition , 557 ICTMA conferences , 557 internalisation , 558 metacognitive refl ection , 557 realistic and authentic school

problems , 558 “set up a simple model,” 557 social motivation , 558 verbalism , 557

traditional , 550 workplace technology

activity theory , 560 Dan’s formula , 559 everyday workplace , 560 internalisations and externalisations , 560 mathematical thought , 560 pedagogical models , 560 social and cultural context , 561

1107Subject Index

spreadsheet formula , 559 timeline , 559

Mathematical Sciences Education Board (MSEB) , 1025

Mathematical teaching spaces , 768–770 Mathematicians , 434, 435, 449, 452, 453

and education policy , 496, 497 and mathematics education , 497 and mathematics education research , 435

Mathematics A-level , 504 and science , 486, 488, 490, 491, 495, 496 anxiety , 210 assessment

authentic assessment , 727–728 automated scoring , 723 CAS , 730 classroom connectivity , 746 communications infrastructure , 722 computer-and paper-based assessment ,

723, 735–737 computer-based testing , 722 distributed cognition , 728 dynamic geometry diagram , 730 equity principle , 739, 743–745 examination-based assessment , 738 expanding assessment , 725–727 feedback , 733–735 human-scored partial credit

assessment , 732 Internet technology , 745 learning principle , 739–743 Maple visualization tools , 731 mathematical assistant , 724, 732 mathematically-able software , 728, 739 mathematics analysis tools , 723 mathematics principle , 739–743 m-rater scoring engine , 730 on-line assessment system , 730, 737 pen-and-paper algorithms , 738 refl ections , 747–748 spreadsheets and statistics

programs , 745 standardized vs. dynamic

assessment , 729 StatLab program , 745 steps method , 731, 732 student model , 722 student-task interaction , 732–733 teacher-friendly tools , 725 tutor model , 722 Vygotsky’s distinction , 728 WebAssign , 729, 730

curricula , 489, 490, 506, 519, 522, 523

laboratories , 535, 538 statistics learning , 221 textbooks , 529–531, 535, 541

Mathematics analysis software (MAS) , 628 Mathematics education

academic fi eld , 269 curricular reforms, twentieth century

calculating machines , 287 drawing instruments , 286 elements , 283 Euclidean method , 282 geometry , 283 German reform movement , 283 manipulatives , 286 modern/new math(s) , 283–286 practical mathematics , 282 teaching aids , 286

curriculum ( see International mathematics curriculum)

development of , 270 educational policy , 270 educational problems , 288 empirical research , 287 fi eld of study

epistemology , 267 professional and academic , 269 research , 267–268 theoretical fi eld , 269

IMU and ICMI , 274 institutional contexts , 270 as an international discipline , 804 international handbook

epistemology , 267 NCTM , 267 research , 267

international studies, national and local policy

cross-sectional sample surveys , 1033 data , 1035 educational policy , 1015–1016, 1021 Educational Testing Service , 1013 Germany and Finland , 1027–1031 IEA , 1011–1012 INES , 1017 international knowledge banks , 1018 IPMA study , 1014 Kassel project , 1014 LLECE , 1014–1015 mean score , 1033 national achievement measures , 1035 OECD indicators , 1017 PISA , 1012–1013, 1035 policy convergence , 1019–1020,

1033–1034

1108 Subject Index

Mathematics education (cont.) SACMEQ series , 1014 Singapore , 1031–1032 teaching and learning , 1034 TIMSS , 1015–1016, 1035 USA , 1022–1027

mathematical communication , 268 conferences , 290 journals , 276, 289–290 mathematics teachers association , 278

mathematics didactics , 289 plan , 289 policy and practice , 270 psychology and

active learning , 292 behavioural psychological theories , 293 Decroly’s method , 292 German kindergarten movement , 292 human and social interactions , 292 instrumental understanding , 293 practice schools , 291 pupil behaviour , 292 social interactions , 293 teaching methods , 292

research , 798, 811–818 social, cultural and political dimensions ,

294–296 social justice , 3 teachers, key stakeholders , 269 teachers learning , 270 theoretical fi eld , 269 unbounded

ICMI , 280–281 L‘Enseignement Mathématique , 279–280

Mathematics Education Journal (Iran) , 398 Mathematics Education Advisory Board , 490,

491, 494 Mathematics education policy , 270

Advisory Committee on Mathematics Education , 495–496

curriculum reform, in Portugal , 506 defi nition , 485–486 educational reform, in Mexico , 506 in England

policy research , 494–496 teachers professional development ,

498–499 Every Childs Counts , 498 Making Mathematics Count , 497–498 mathematics A-level , 504 mathematics education research

community , 506–507 National Centre for Excellence in the

Teaching of Mathematics , 498–501

policymakers , 508–510 stakeholders , 507–508 in USA

Common Core State Standards , 491–493 Higher Education Opportunity Act of

2008 , 491 National Council of Teachers of

Mathematics , 488–489 National Mathematics Standards ,

487–488 Mathematics education researchers , 432,

435, 437 Mathematics education research (MER) ,

2, 310 adoption and assimilation of theories attitudes of mathematicians towards , 509 attitudes of policy-makers towards , 509

good practice identifi cation , 47 heresy/development , 48 networking theory , 48–49 research contexts , 48 “translation” and well-developed

theory , 48 communication and cognition

interaction , 59–60 discourse analysis

antagonistic relationship , 53 classroom , 51, 52 commognition , 52 “discursive psychology,” 52 Educational Studies in Mathematics , 53 Ryve’s analysis , 51 SFL tools , 51, 52 social psychology perspective , 52 “the mathematics register,” 51

ethnomathematics , 60, 61 evolutionary perspective , 60 Fairclough’s work , 50 “incommensurability,” 42 intertextuality , 42 Luis Radford’s cultural theory of

objectifi cation , 49 Morgan’s comment , 50 new perspectives , 50, 51 policies , 486–488, 490, 495, 498, 506, 508,

509, 511, 519, 522, 523 postmodern approaches

Adler and Lerman’s view , 58 De Andrade report , 58–59 discursive analysis , 59 impact and take-up , 57 Lacan work , 57 objectivity , 58 post-Freudian psychoanalytic theor , 59

1109Subject Index

“pure mathematics classrooms,” 59 teaching and learning , 57

questions and methodologies , 50 Skovsmose’s work , 61 social, political and cultural dimensions , 42 sociology

Bourdieu and Bernstein’s work , 55 curriculum hierarchy , 55 ethnomethodology , 54, 55 “ideological state apparatus,” 56 power dynamics , 56 socio-cultural perspectives , 54 symbolic interactionism and

phenomenology , 54 Vygotsky , 54

theoretical perspective , 42, 60 trends and advances

classroom , 46 constructivism , 47 explicit theory , 46 global document search function , 44 journals , 43 non-traditional frames , 43 PME , 43–47 psychology , 43 sub-fi elds , 43 theoretical frameworks , 47 Vygotskian and neo-Vygotskian

theories , 44 Mathematics Education Research

Group of Australia (MERGA) , 843, 916–917, 925

Mathematics, Education and Society (MES) , 926–927

Mathematics knowledge for teaching , 406, 418 Mathematics learning

collaboration , 91–93 confl icts with mainstream mathematics

education , 71 defi ciency , 70 defi cit models , 3 disadvantage , 2, 70 equity and disability

cognitive and attitudinal factors , 87 Dowker’s view , 86 “dyscalculia,” 85 Geary’s study , 85 groups , 84 othering process , 87 special educational needs , 84 underperformance , 86

language , 5 language and mediation , 79–80 linguistic resources , 82–84

multilinguals and cognitive resources , 80–82

multiple resources examination , 77 refl ection , 93–94 sensory, material and semiotic

interplay blind learners , 78 DHH learners , 79 visuo-spatial representations , 79 Vygotsky’s work , 77

societal discourses , 70 sociocultural directions , 3 socio–political approaches

cognitive behaviours , 74 discursive positioning , 76 “dominant mathematics,” 75 enculturation and emancipation , 75 knowledge , 74, 75 social turn , 74 “western mathematics,” 75

static characteristic , 70 teacher education

and cultural sensitivity , 90–91 equity , 88–90

views on equity equity defi nition , 72 ethnicity and race , 73 “fairness” and “justice,” 72 micro and macro criteria , 73, 74 social–political status , 73

Mathematics problem , 557 defi nition of , 557

Mathematics teachers and curriculum development , 523 professional development , 487, 488, 490,

498, 501 roles in policy development , 504

Mathematics teacher education , 434, 435, 445–446, 449, 451

action research , 345 classroom practice , 344 emancipatory action research , 346 participatory action research

development , 347–349 implementation and , 350–352

research , 352 surveying research methods

data construction and data analysis , 335–336

development methodologies , 336–337 geographic origin , 331–332 ICME10 , 329 JMTE , 330–331 participating teachers , 331

1110 Subject Index

Mathematics teacher education (cont.) qualitative and quantitative methods ,

334–335 referenced research volumes , 333

techniques concept maps , 341–342 narratives/stories , 338–339 questionnaires/surveys , 343–344 tests and tasks , 342–343 videos , 340–341

Mathematics teacher education research , 352 Mathematics teacher educators (MTEs) , 406,

410, 412, 415, 421 Mathematics teacher inquiry , 413, 417, 418, 421 Mathenpoche , 772 Math in Cultural Contexts project , 178 Matrices , 619, 620 Maya , 528 Measurement

with Cabri-Géomètre , 571 guided , 583, 589 Measure probatoire , 582, 583 Mesure exploratoire , 582 perceptual , 583

Measurement tool. See Dynamic geometry environment (DGE)

Mental learning space , 766, 770 out-of-school learning , 766

Merit and meritocracy , 101, 122 Meta analyses comparing effects of modes of

assessment , 735 Metacognition , 558 Mexico , 346, 348, 759–762, 771, 773, 784,

869, 883, 884 Microworlds , 649–651, 656, 663–666, 673

defi nition of , 649 Ministère de l’Éducation Nationale , 758 Ministère de l’Éducation Nationale, de

l’Enseignement Supérieur et de la Recherche (MENESR) , 758

Ministerio de Educación Nacional (MEN) , 874 Ministry of Education, People’s Republic of

China , 574 Minitab , 648 Minitools , 649 Miniwatts Marketing Group , 251 Miserable Noten für deutsche Schüler

[Abysmal marks for German students] , 1027

Mixed-methods research , 334, 338, 343 MMC. See Making Mathematics Count

(MMC) MobileMath game , 766–767 Modelling , 549–566

defi nitions of , 549–566 Modes of belonging

context transition , 189 critical mathematics education ( see Critical

mathematics education) ethnomathematics ( see Ethnomathematics) imagination, alignment, and engagement ,

189, 190 mathematics classrooms , 189 trajectories formation , 190 Wenger’s method , 189

Mongolian mathematics education , 818 Moscow Mathematics Compendium , 803 MTE. See Mathematics teacher educator (MTEs)

N Nanyang Technological University , 695 Narrative analysis , 338 National Academy of Sciences , 489 National Assessment of Educational Progress

(NAEP) (USA) , 865, 886, 1013, 1017, 1024, 1026

National Center for Educational Statistics (NCES) , 245

National Centre for Excellence in the Teaching of Mathematics (NCETM) , 499–504, 508, 510

National Centre for Excellence in the Teaching of Mathematics (NCETM) (UK) , 773

Funded Projects Scheme , 502 independent evaluation studies , 503 mathematics A-level , 504 portal’s homepage , 501 professional learning framework , 500 self-evaluation tools , 502 Teacher Enquiry Bulletins , 502

National Commission on Excellence in Education , 1024

National Council of Teachers of Mathematics (NCTM) , 488–491, 508

National Council of Teachers of Mathematics (NCTM) (USA) , 72, 247, 267, 277, 286, 365, 464, 475, 488–489, 574, 645, 696, 704, 755, 865, 933, 1024

an agenda for action , 1024 principles and standards (2000) , 867 standards documents , 1025 standards movement , 491 4th yearbook (1924) , 804

National Education Association , 18 National Governors Association Center for

Best Practices , 492, 960

1111Subject Index

National Library of Virtual Manipulatives for mathematics education (Utah University) , 697

National Mathematics Advisory Panel , 490, 491, 494

National mathematics curricula , 465 National Mathematics Curriculum Standards

(NMCS) (Japan) , 377 National Mathematics Standards , 487–488 National Research Council , 472, 510, 877, 878 National Research Council Mathematical

Sciences Education Board , 739 National Science Foundation , 967 NCLB. See No Child Left Behind (NCLB) NCTM. See National Council of Teachers of

Mathematics (NCTM) (USA) NCETM. See National Centre for Excellence

in the Teaching of Mathematics (NCETM) (UK)

Neo-Marxism , 467 The Netherlands , 102, 125, 805, 806, 812 Networking , 598, 599

and professional geneses , 782–783 of teachers , 698

Neuroscience and mathematics education , 321 Newman error analysis , 422 New Math (Maths/Mathematics) , 284, 531,

536, 806, 807, 809, 811, 1027 diffi culties with , 809

News media , 692 New Zealand , 102, 125, 208, 402, 408, 413 New Zealand Ministry of Education , 645 NMCS. See National Mathematics Curriculum

Standards (NMCS) (USA) No Child Left Behind (NCLB) , 1026, 1027 No Child Left Behind Federal legislation , 488 Non-Euclidean geometry , 576 Non-formal mathematics education

(NFAME) , 204 Nordic Society for Research in Mathematics

Education (NoRME) , 930–931 Norway , 369, 371, 373, 408 Norwegian , 371–373 Numeracy development projects (NDP) , 408 Numeracy for all , 31–32 Numeracy for nurses , 728

O Observation , 432–438, 442–446, 450, 452 OECD. See Organisation for Economic

Co-operation and Development (OECD)

One Laptop per Child (OLPC) computer , 759

Online mathematics education advantages of , 693, 698, 699 disadvantages of , 693 and the internet , 696, 701, 706 multimodal forms of , 706 networks of teachers , 698 professional development of teachers ,

696, 698 roles of teachers , 698

On the mathematics curriculum of the high school , 1023

Opportunity to learn (OTL) mathematics , 244 Organisation for Economic Cooperation and

Development (OECD) , 32, 206, 506, 743, 793, 838, 865, 873, 876, 877, 981, 1011–1013, 1015–1017, 1019–1022, 1025–1031

2012 International PISA Survey , 724 and PISA , 150, 151, 509, 724

Organisation for European Economic Cooperation (OEEC) , 284, 835

Overhead projectors , 532 Oxford University , 801

P Pantograph , 541–543 Parents , 863, 884, 890 Park City Mathematics Institute (PCMI) , 976 Partial credit , 726, 730–732

“steps” method , 731, 732 Participation , 105, 110, 115–117, 119–121,

124, 125, 130 Participatory action research , 328, 346–353

ICME 10 and PME 28 , 348 implementation

elements , 350 investigation , 351 planning workshops , 351 social framing , 350

silence policy , 349 socio-political role , 349

PCK. See Pedagogical content knowledge (PCK) Pedagogical approaches

alignment , 190, 193 boundary crossings , 170 complex transition process , 172 context transition process , 4, 194 critical mathematics education

four aims , 184 Frankenstein’s suggestion , 183–184 Gutstein’s problems , 187 inquiry cooperation model , 184 “mathemacy,” 184

1112 Subject Index

Pedagogical approaches (cont.) mathematical model , 185 Sandra’s comment , 188 societal contexts , 186 statistical learning , 187 “Terrible Small Numbers” project , 184 two geographical groups , 183

dispositions to learn , 172 engagement , 190–192 ethnomathematics

classroom , 179 Hindu-Arabic system , 179 learners’ views , 180 Papua New Guinea , 179 permeability , 178 research program , 177 Western mathematics , 177–178

imagination , 190, 192–193 knowledge transfer , 172 learning , 195 ongoing process , 171 refl ection , 172–173 social justice

disadvantage , 173, 174 drawing process , 173 educational task , 173 interviews , 176 investigations , 173–175 learners’ perceptions , 172 mathematics curriculum , 176 symbolic violence , 176

Pedagogical content knowledge (PCK) , 394, 396, 402

Pedagogical technology knowledge (PTK) , 632

Perceptual measuring , 583 Peru , 759 Pew Hispanic Center , 814 The Philippines , 882 PISA. See Programme for International

Student Assessment (PISA) PME. See International Group of Psychology

in Mathematics Education (PME) Poland , 819, 869, 877, 880 Policy and mathematics education

analysis , 487 and assessment , 486, 489 and mathematics education research ,

486–487, 494–496, 506–510 formation , 496 infl uences on

in Germany , 504 in Mexico , 506 in Portugal , 508

in UK , 507 in USA , 491, 492 policy-makers , 507–510 stakeholders , 487, 505, 507–508

Policy convergence , 1019–1020, 1032–1035 Policy dimensions , 755, 784 Polya, G. , 550, 556, 817

how to solve it , 807 Polynomials , 613–618 Postmodern approaches

Adler and Lerman’s view , 58 De Andrade report , 58–59 discursive analysis , 59 impact and take-up , 57 Lacan work , 57 objectivity , 58 post-Freudian psychoanalytic theory , 59 “pure mathematics classrooms,” 59 teaching and learning , 57

PowerPoint , 532 Praxis , 121 Practitioner model , 768 Principles of assessment

equity principle , 739, 743–745 learning principle , 739–745 mathematics principle , 739–741, 744, 745

Problem posing , 865 ProbSim , 648 Professional development (PD) of teachers ,

396, 450, 632, 872, 880 and lesson study , 880

Professional learning of teachers , 403, 407, 409 Programme for the International Assessment

of Adult Competencies (PIAAC) aspects of survey validity , 230–231 conception of numeracy , 229–230 human capital approach , 229 OECD , 228 survey design and administration , 230

Programme for International Student Achievement , 72, 990

Programme for International Student Assessment (PISA) , 32, 397, 460, 466, 467, 480, 696, 792, 793, 813, 838–839, 1011–1013, 1015–1018, 1021, 1022, 1026–1036

classroom level , 869 competencies , 871–874, 889–890 content coverage and pedagogy , 863 curriculum ( see Curriculum) data-driven analyses , 870 Europe and Latin America , 870 frameworks , 865, 871, 872, 889–890 hypothetical expectations , 862

1113Subject Index

international studies , 1012–1013, 1035 mathematical content , 865 mathematical literacy , 865 policy reactions , 869 primary and secondary analyses , 869 public examinations , 961–962 schools and classrooms , 869 situations/contexts , 865 students learning and attitudes , 888, 889 Sub-Saharan study , 863 teacher preparation and development ,

892–893 tests on science , 870 textbook use , 892–893 themes , 886

Programme for International Student Assessment Governing Board , 724

Promoting Rigorous Outcomes in Mathematics and Science Education (PROM/SE) , 879, 891

Proof measuring , 583 PropWin , 676 Prosperity for all in the global economy:

World class skills: The Leitch review of skills , 495

Providing feedback , 724, 732–735 Psychologists , 433, 442

and mathematics education research , 432

Psychology and mathematics education active learning , 292 AMU , 846 annual conference , 843–844 behavioural psychological theories , 293 Decroly’s method , 292 German kindergarten movement , 292 human and social interactions , 292 instrumental understanding , 293 international community , 844 mathematics teacher education

programs , 845 practice schools , 291 pupil behaviour , 292 social interactions , 293 teaching methods , 292

PTK. See Pedagogical technology knowledge (PTK)

Public examinations , 887 in China , 961 classroom, role in , 961 coursework , 960 mathematical modelling , 960 TIMSS and PISA , 961–962

Pythagoras theorem , 527, 614, 791

Q Quadrilaterals , 587 Qualifi cations and Curriculum

Authority , 645 Qualitative Cognition-Focused

Research , 147 Qualitative research , 329, 333, 334 Quantitative literacy for all. See Numeracy

for all Quantitative research , 334 Questionnaires , 335, 343–344 Quipus , 529

R Race , 102, 104, 114, 125, 130, 131 Race to the Top (USA) , 493 Radford, Luis , 171, 172, 190 Realistic Mathematics Education (RME)

program , 30, 31, 466, 806 Refl ections on teaching , 372, 380 Reform mathematics , 463 Regional Education Centre for Science and

Mathematics (RECSAM) , 832, 840–842, 854, 855

Requirements of software tools , 649–650 Research

agenda , 887–888, 893 questions , 888–889

Research in Mathematics Education (RME) , 933

and reform , 461, 463–465, 469–472 and teaching , 463–469, 471–473, 475, 476,

480, 481 Response times , 732, 733, 747 Response types , 722 Riemann surface , 536 RME. See Realistic Mathematics Education

(RME) program Rotato , 727 Royaumont Conference , 1959, 806 Russia , 537, 538, 799, 800, 803, 815, 818

berlin wall , 812 cold war , 799 history of school mathematics in , 811 iron curtain , 805 and mathematics education , 818 socialist mathematics , 806–807 sputnik , 805 Union of Soviet Socialist Republics

(USSR) , 814, 815 Russian-language Google Scholar , 817–818 Russian mathematics education , 799, 800 Rwanda , 759

1114 Subject Index

S Salamis Tablet , 526 School

curriculum, computer algebra systems , 628–629

failure , 102, 103, 107, 108 Schooling for all

distance education , 14 elementary forms , 10 Harding report , 13 Indonesia , 11, 12, 14 Jomtien commitment , 12 Nebres comments , 13 populations percentage , 10, 11 primary and secondary , 12 principle , 12 religious knowledge , 10 UNESCO , 12, 13

School Mathematics Project (SMP) , 806 School Mathematics Study Group (SMSG) ,

26, 284, 806, 811, 1022 Science, technology, engineering, and

mathematics (STEM) , 509 Second International Mathematics Study

(SIMS) , 831, 837 Self-evaluation tools (SETs) , 502 Semiotics , 105, 108, 110, 115, 120 Sempoa , 537 Sesamath Association , 771–772 Set square , 527 Shapemaker , 577 Singapore , 461, 464, 466, 473, 476, 863, 870,

874, 884–887, 1014, 1021, 1031–1032

National Institute of Education , 886, 887 SINUS project (Germany) , 879 Situated cognition , 110 Slate , 525–544 Sliders , 655, 665, 666, 680 Slide rule , 529, 537–539

history of , 529, 537 Smith, D.E.

end the formation of ICMI , 801 ties with Germany , 804

SMP. See School Mathematics Project (SMP) SMSG. See School Mathematics Study Group

(SMSG) Social class , 127–129 Social factors , 109, 310–313 Social justice

ethnicity , 125–127 gender , 123–125 meritocratic model , 121 social class , 127–129

Social turn , 104, 105, 119, 296 Socio-cultural perspectives , 103–106, 111,

120, 121, 129, 131 classroom dynamic

classroom designs , 118–119 social negotiations , 117–118 teaching modes , 119–121

cultural learners, cognition and affect academic failure children , 108 binomial interaction , 111 empirical data , 107–108 focus consciousness , 109 poor economic backgrounds , 107

culture and mathematics curricula ethnomathematics , 111–113 mathematical enculturation and

acculturation , 113–115 semiotic interactions , 115 universal character , 116

defi cit model assumptions , 104 characteristics , 102 research designs , 103

social justice ethnicity , 125–127 gender , 123–125 meritocratic model , 121 social class , 127–129

Socio-economic status , 244, 245 Sociolinguistics , 105 Sociology , 105 Software

Fathom ( see Fathom ) TinkerPlots ( see TinkerPlots )

Software development for algebra , 696 for functions , 696

Soroban , 537 South Africa , 72, 102, 119, 125, 128, 412, 758 Southern and Eastern Africa Consortium for

Monitoring Educational Quality (SACMEQ) studies , 1014

Spain , 806, 868, 869, 871, 873, 876, 884, 886, 891

Spatio-graphical fi eld , 574–576, 580–583, 587, 589, 590

Specifi c Mathematics Assessments that Reveal Thinking (SMART) , 735

Spectral dragging , 580 Spot-and-show orchestration , 769–770 Spreadsheets , 598, 602, 615, 622, 648–651,

681 SPSS , 647 Square root of 2 , 526

1115Subject Index

Squared paper , 535 Sri Lanka , 810 Stakeholders, mathematics education policy ,

507–508 Stakeholders in research on teaching ,

363–366, 368, 369, 387, 388 Standardized tests , 864, 866, 867, 873, 876,

877, 886, 888, 890–892 Standard American English (SAE) , 80, 83 Standards movement (USA) , 491, 508 Statistical distributions , 666, 668 Statistical reasoning

future possibilities , 681–682 support for , 644, 646–650, 655, 659, 662,

666, 668, 669, 672, 674, 675, 678–680

as travelling (metaphor) , 678 Statistical software

ActiveStats , 652 BMDP , 647 CyberStats , 652 DataDesk , 647, 651, 652 Excel , 649, 651, 664, 681 Fathom , 648, 650–654, 674 Google Spreadsheet , 651 R package , 651 SAS , 651 S package , 647 SPSS , 647, 651 StatCrunch , 651

Statistics data-based enquiry , 645 data collection and exploration , 645 Fathom ( see Fathom ) education

data and chance , 644, 666, 671–674 inferential statistics , 647, 671 probability and statistics , 671 randomization , 647, 672 simulation , 649 with TinkerPlots , 646, 648–650, 653,

671, 682 history of

children’s learning , 648–649 confi rmatory data analysis , 646 exploratory data analysis , 646 software tool requirements , 649–650 statistical programming language S , 646 textbooks , 648

inquiry-based pedagogies , 645 intellectual method , 644 literacy skills , 645 “reformed” approach , 645 statistical inference , 677

technological tools applets and stand-alone applications , 652 data and materials repositories , 653 educational software , 653 graphing calculators , 652 multimedia materials , 652 software packages , 650 spreadsheets , 651

TinkerPlots ( see TinkerPlots ) traditional approaches , 645 workplace , 643

STEM education , 491, 509 Strategic Education Research Partnership

(SERP) , 506 Student-centred pedagogies , 465 Student teachers , 436, 445–447 Studying mathematics teaching and learning

internationally comparative research , 976 designs and methods

classroom studies , 1002–1003 components , 998–999 cross-national achievement

studies , 1000 curriculum and textbook analyses , 1003 independent approach , 1000–1001 interviews , 1001–1002 questionnaires , 1001 student achievement tests , 1000 tasks, students , 1003

FIMS , 976–977 focal studies

contextual factors , 983 goals , 984 LPS , 984 13th ICMI study , 985 videotape study , 983

ICMEs , 976 IEA studies

assessment framework , 989 attained curriculum , 987 construct achievement tests , 986 implemented curriculum , 987 intended curriculum , 987 student achievement , 989 target populations , 987 TIMSS 1999 , 988

international studies , 977 Kassel project , 996–997 large-scale studies

FIMS , 979 OECD , 982 SIMS , 979–980 TIMSS , 980–981

1116 Subject Index

Studying mathematics teaching (cont.) LPS , 994–995 multi-faceted design , 1004 PISA , 990–992 13th ICMI study , 997–998 TIMSS video and case studies

classrooms , 992 coding schemes , 993 fi rst approach , 993 second approach , 993–994 third—key—approach , 994

US–Japan problem-solving study , 995–996 Suanpan , 537 Sudan , 808 Summative assessment , 732, 734 Sur l’épreuve pratique de mathématiques au

baccalauréat en France , 764 Survey of Mathematics and Science

Opportunities (SMSO) , 983 Survey research , 329–337 Sweden , 208, 412 Switzerland , 536 Symbolic representations , 620–623 Symbol sense , 622, 625 Systemic functional linguistics (SFL) tools ,

51, 52

T TableTop , 648 Taiwan , 466, 810, 816 Tartaglia–Cardano method , 614 Task–Technique–Theory (TTT) , 613 Teacher

autonomy , 465 biographies , 472 craft knowledge of , 394, 398, 412 inservice , 418 preservice , 418–421 refl ections of , 363, 364 as researchers , 394, 398, 400–403, 405,

409, 410, 412, 413, 415, 417, 418 Teacher education , 254, 327–353, 432, 434,

435, 442, 445–450, 454, 872, 879–880, 887, 891, 892

associative vs. institutional , 778 feedback mechanisms , 782 individual vs. collective , 778 networking and professional geneses ,

782–783 online discussions , 779–780 Pairform@nce program , 781 and professional development

German tradition , 880

lesson study , 881–883 Poland approach , 880 SINUS project , 879 text for teachers , 883–884 videos , 880–881

Second International Handbook of Mathematics Education , 777

technology integration , 780 video clubs , 779 video resources , 777

Teacher education and development study in mathematics (TEDS-M) , 432, 1012

Teacher education and technology inservice , 760, 780–782 preservice , 760, 778–780 trends , 778, 780, 792

Teacher Enquiry Bulletins , 502 Teachers, key stakeholders , 269

action research dimension classroom materials , 383 collaborative , 380–382 inquiry-based activity , 380–382 lesson study , 382 professional and scientifi c artefacts , 384 refl ective , 380–382 videos , 383

alumni , 367 blackboard , 362 collaboration , 365 design research activities , 363 developed and developing countries

Canadian , 373–375 Chinese , 377–380 Japanese , 375–377 Norwegian , 371–373 USA , 369–371

diagnostic test , 362 identity , 362 intervention research , 364 management strategy , 365 professional knowledge , 367 recipients , 366–367 research and professional development

classrooms , 386 lesson-study activity , 386 practitioner constructs , 385 strategies , 385

research enterprise , 365 scientifi c community , 366 scientifi c knowledge , 368 students investigation , 363 teacher-researcher collaboration , 365

Teachers learning , 270 active teacher participation , 400

1117Subject Index

classroom activity , 405 collaboration , 345 craft knowledge , 394 design research , 401 global infl uences , 397–402 inquiry community , 404 insider researchers , 403 knowledge and learning , 403 large-scale projects

AMIC workshop , 410 CFPR , 408 CMIT program , 409 CO program , 409 facilitated model , 409 LCM , 408 LPS , 412 LS model , 409–410 MTEs , 408–409 numeracy programs , 409 TBM , 408

local infl uences , 399 mathematical knowledge , 395 MTE knowledge , 406 outsider researchers , 403 participating teachers , 396 pedagogical methods , 399 personal refl ections , 393–394 preservice programs

knowledge, levels , 419 teacher-educator program , 419, 420

professional development , 396 small-scale professional learning projects

communication and participation , 413 data collection , 417 insiders and outsiders , 417 LS , 414 schools and university , 417 TIMSS video study , 414

teaching–learning development , 403 theory and theory development , 400

Teachers as researchers , 382–384, 439 Teaching better mathematics (TBM) project,

Norway , 408 Teaching Mathematics with Technology

(EMAT) program (Mexico) , 759 Technological Pedagogical and Content

Knowled ge (TPACK) , 768 Technological tools

DataScope , 648, 650 InspireData , 649 Minitab , 648, 651 ProbSim , 648, 650 TableTop , 648–650, 658 TinkerPlots , 650, 651, 653

Technology , 549–566 access to , 754–756, 758, 759, 762,

764–769, 777, 783, 784 calculation tools

abacus , 537–538 calculator , 539 slide rule , 538–539

Chinese set square , 527 competence among teachers , 779 computer , 551 computer algebra systems , 630 demonstration

colored cubes and rods , 536 cube root block , 534–535 Cuisenaire rods , 536 cylinders , 536 geometric models , 535 geometric solids , 534 geometry instruction , 533 Hart inversor , 533 history of , 533 internet , 537 laboratory method , 535 manipulatives , 536–537 physical objects , 536 Riemann surfaces , 536

and digital textbooks , 771 education , 552 fundamental symbolic tools , 528 guiju , 527 He Tu , 527–528 information display tool , 531–532 information storage tool , 529–531 integration , 754–759, 763–765, 774, 778,

781–783 Luò Shû , 527–528 and mathematics education , 526 Mayan calendar wheels , 528–529 modelling and technology

( see Mathematical model) quipus , 529 Salamis Tablet , 526 in school mathematics

evolution of , 598, 599, 628 limitations of , 598, 611, 616 research into , 598, 602–604

square root of 2 , 526 statistics ( see Statistics) three-policy dimensions , 784 and traditional textbooks , 771 in twenty-fi rst century

Kinematical Models for Design Digital Library , 541

pantograph , 541

1118 Subject Index

Technology (cont.) techno-pedagogic task design , 544 webbing , 543

two-policy dimensions , 755 Technology-driven developments and policy

implications access/support dimension , 754, 755 assessment policies , 763–764 constructionist , 765 constructivist , 765 digital resources, profusion

individual/collective , 776 Intergeo project , 773–774 policy questions , 771 production paradigm , 776 resources quality , 775–776 Sesamath Association , 771–772

digital technology , 757 individual students and teachers

learning , 754 mathematical learning spaces

collaborative learning , 767 mental learning space , 766 MobileMath game , 766–767 out-of-the-classroom/out-of-school

learning , 766 for teachers , 767 ubiquitous learning , 766

mathematical teaching spaces , 768–770 National curricula recommendations

EMAT project , 759–761 Enciclomedia , 761–762 Habilidades Digitales para Todos

program , 762 OLPC computer , 759 pedagogical and implementation

strategies , 759 new educational paradigms , 756–758 teacher education

associative vs. institutional , 778 feedback mechanisms , 782 individual vs. collective , 778 networking and professional

geneses , 782–783 online discussions , 779–780 Pairform@nce program , 781 Second International Handbook of

Mathematics Education , 777 technology integration , 780 video clubs , 779 video resources , 777

three policy dimensions , 784 top-down/bottom-up dimension , 754 two policy dimensions , 755

TEDS-M. See Teacher education and development study in mathematics (TEDS-M)

Textbook companies and assessment , 731 Textbooks , 598, 605

effects of international studies on , 892 importing textbooks , 884, 893 Singapore mathematics textbooks , 884, 885

Textbooks and the Internet , 691, 692, 714 Text messaging , 695 Thailand , 882 Theoretical fi eld , 574, 580–583, 587, 590 Theories of mathematics education , 303–321

Anna Sfard’s commognitive framework communicational framework , 317 endorsed narratives and routines , 319 focal analysis , 317 methodological and epistemological

grounds , 315 preoccupation analysis , 317 verbalization skills , 320 visual mediators , 319 word use , 319

APOS theory , 309 ATD , 313 authentic task situations , 312 didactical transposition , 313 grand theory , 310 international community , 305 MER , 310 neo-Piagetian theory , 313 operational defi nition , 308 physical and natural sciences , 308 Piaget’s theory , 309 PISA , 312 psychological learning theory , 311 scientifi c research , 310 six-stage theory , 307 strengths and weaknesses , 312 structural mechanism , 308

Theory development , 304, 306, 309, 310 Theory of didactical situations (TDS) , 305, 313 Theory of Mathematics Education (TME) ,

296, 401, 934 Theory of multiple intelligences , 105 Third International Mathematics and Science

Study , 72, 244, 460, 461, 466, 467, 473, 475, 480, 810, 813, 819, 831, 838, 980, 1012

affective outcomes/perspectives , 864 classroom level , 869 competencies , 871, 874, 889–890 content coverage and pedagogy , 863 content domains , 864

1119Subject Index

curriculum ( see Curriculum) frameworks , 867, 871, 889–890 hypothetical expectations , 862 primary and secondary analyses , 869 processes/performance expectations , 864 South East Asia and United States , 870 students learning and attitudes , 888, 889 Sub-Saharan study , 863 teacher preparation and development ,

892–893 tests on science , 870 textbook use , 892–893 video study , 878

TIMSS. See Third International Mathematics and Science Study; Trends in International Mathematics and Science Study

TinkerPlots aggregate representations , 680 basic actions , 659 Connections Project , 686 data connection , 671 data exploration with , 666–671 dynamic nature , 679 microworlds , 650 in middle schools , 658, 666, 681 multivariate representations and analysis ,

660–661 organizing and representing data , 658–660 personal features , 680 in primary schools , 658, 668 random samples , 680 reorganizing virtual data cards , 659 simulation , 650, 658, 661–663, 671, 672 visual nature , 679

Tools of calculation , 529, 537–539 of demonstration , 529, 532–537 of information display , 529, 531–532,

539, 540 of information storage , 529–532, 540 for reasoning , 626–628

Towards an Inclusive Mathematics Education , 92, 93

TPACK. See Technological Pedagogical and Content Knowled ge (TPACK)

Training model , 88 Transition , 114 Transition studies , 320 Trends in International Mathematics and

Science Study , 19, 20, 397, 414, 1011, 1012

international studies , 1015–1016, 1035 public examinations , 961–962

Treviso Arithmetic , 14 Triarchic theory of intelligence , 105 Twitter , 692, 715 cTWO , 645

U Understanding , 105, 107, 111, 113, 117, 120,

123, 125, 128, 131 UNESCO. See United Nations Educational,

Scientifi c and Cultural Organisation (UNESCO)

UNICEF , 852, 853 Unione Matematica Italiana , 574 United Kingdom (UK) , 102, 127, 128, 399, 461,

464, 467, 469, 472, 480, 535, 801, 805, 806, 808, 811, 813, 816, 1017

United Nations Development Programme , 227 United Nations Educational, Scientifi c and

Cultural Organisation (UNESCO) , 12, 13, 754, 756, 808, 809, 812, 863, 934, 1011, 1014–1017, 1020

United States of America (USA) , 72, 102, 124–126, 365, 369–371, 377, 380, 383, 384, 386, 399, 412, 415, 421, 473, 530, 598, 739, 804, 806, 808, 811–816, 818, 819, 868, 870, 879, 881–886, 1014, 1017, 1021–1028, 1035

international studies , 1022–1027 mathematics education policy

Common Core State Standards , 491–493 Higher Education Opportunity Act of

2008 , 491 National Council of Teachers of

Mathematics , 488–489 National Mathematics Standards ,

487–488 National Research Council , 739

United States Bureau of Education , 1010 United States Department of Education , 473 University mathematicians , 320 University of Modena (Italy) , 541

laboratory of mathematical machines , 541 Uruguay , 759, 819 USA. See United States of America (USA) U.S. Census Bureau , 814 U.S. Commissioner of Education , 10, 11, 15,

16, 19 U.S. Department of Education , 488, 489, 491 US National Council of Teachers of

Mathematics , 464 Utah University , 696 Utilitarian perspective , 246

1120 Subject Index

V Validation measuring , 583 Validity issues , 723, 728, 734, 736, 737,

739, 747 Value-added measures (VAM) approach , 252 Venezuela , 349, 351 Verbalization in mathematics education , 320 Victoria (Australia) , 763 Victorian Certifi cate of Education

(VCE) , 744, 746 Victorian Curriculum and Assessment

Authority (VCAA) , 740, 743, 746 Video analysis , 340, 341 Video-recordings of mathematics

classrooms , 408 Video studies

qualitative, LPS , 158 TIMSS 1999 Video Study , 156

Videotaped lessons , 381 Virtual learning environments , 543, 544 Virtual pantograph , 543 Vygotsky-inspired activity theories , 828

W Wandering measuring , 582 Wason’s reasoning task , 555 Web , 525–544

Webbing , 543 Western mathematics educators , 807, 817 WFNMC. See World Federation of National

Mathematics Competitions (WFNMC)

Whiteboards , 532 interactive , 532

Wikileaks , 692 Wikipedia , 692, 695, 708 Workplace mathematics , 215 World Bank , 818, 1011, 1018–1020 World Class Arena , 727 World Federation of National

Mathematics Competitions (WFNMC) , 813, 921

World Wars , 799, 801–805, 807, 810 and mathematics education , 801–804, 807

World Wide Web (WWW) , 694, 704, 713

Y Yolngu Matha , 259 YouTube , 692, 700, 709

Z Zone of Proximal Development (ZPD) , 120,

555, 561, 564, 565

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