Fourth International Handbook of Mathematics Education (Springer International Handbooks of Education) / Herausgegeben:Clements, M.A. Ken/ Kaur, Berinderjeet/ Lowrie, Thomas/ Mesa, Vilma/ Prytz, Johan

ホーム
> 洋書
> ドイツ書
> Social Sciences, Jurisprudence & Economy
> Education Science / Pedagogic
> didactics, methodics, school education

数学教育国際ハンドブック・第４集<br>Fourth International Handbook of Mathematics Education (Springer International Handbooks of Education) （2024. lii, 770 S. LII, 770 p. 50 illus., 21 illus. in color. 235 mm）

個数：

数学教育国際ハンドブック・第４集
Fourth International Handbook of Mathematics Education (Springer International Handbooks of Education) （2024. lii, 770 S. LII, 770 p. 50 illus., 21 illus. in color. 235 mm）

Herausgegeben:Clements, M.A. Ken/ Kaur, Berinderjeet/ Lowrie, Thomas/ Mesa, Vilma/ Prytz, Johan

ウェブストア価格 ¥106,492（本体¥96,811）
SPRINGER, BERLIN; SPRINGER NATURE SWITZERLAND; SPRING（2024発売）
外貨定価 EUR 427.99
ポイント 968pt

在庫がございません。海外の書籍取次会社を通じて出版社等からお取り寄せいたします。
通常6～9週間ほどで発送の見込みですが、商品によってはさらに時間がかかることもございます。
【重要ご説明事項】
1. 納期遅延や、ご入手不能となる場合がございます。
2. 複数冊ご注文の場合は、ご注文数量が揃ってからまとめて発送いたします。
3. 美品のご指定は承りかねます。

●3Dセキュア導入とクレジットカードによるお支払いについて

【入荷遅延について】
世界情勢の影響により、海外からお取り寄せとなる洋書・洋古書の入荷が、表示している標準的な納期よりも遅延する場合がございます。
おそれいりますが、あらかじめご了承くださいますようお願い申し上げます。

◆画像の表紙や帯等は実物とは異なる場合があります。

◆ウェブストアでの洋書販売価格は、弊社店舗等での販売価格とは異なります。
また、洋書販売価格は、ご注文確定時点での日本円価格となります。
ご注文確定後に、同じ洋書の販売価格が変動しても、それは反映されません。

製本 Hardcover:ハードカバー版
言語 ENG
商品コード 9783031514739

Full Description

This fourth international handbook discusses developments not recognized or dealt with fully in the first three Springer Mathematics Education handbooks and tackles controversial issues in the field. After starting with a provocative introductory chapter which asks whether controversy is a healthy feature of international mathematics education, the four following sections cover: (a) mathematics education in Asia; (b) the roles of theory in research and practice; (c) equity and social justice; and (d) curriculum and change. These themes are taken up in 28 chapters by 60 authoritative authors from all continents. Each of the four sections is structured on the basis of past, present, and future aspects.

Like the first three mathematics education handbooks, this handbook provides a very valuable resource for teachers, mathematics education practitioners and researchers, education policy makers, and mathematicians, as well as graduate and undergraduate students.

Emeritus Professor M. A. (Ken) CLEMENTS: Can Controversy be a Healthy Feature of International Mathematics Education.- Section A: Mathematics Education in Asia.- Professor Berinderjeet KAUR: Section Editor's Introduction to Section A of the Handbook.- David Lindsay ROBERTS, Catherine VISTRO-YU, Rakhi BANERJEE: Mathematics Education in Asia -Curriculum and its origins.- Yew Hoong LEONG, Oh Nam KWON, & Keiko HINO: Myths and realities: Teaching and learning of maths in high achieving East Asian countries.- Wee Tong SEAH, WANG Ting Ying: East Asian students' mathematics performance: A values-based macro-education perspective.- ZHU YAN, & Markku HANNULA, CHOI Ban Heng: Affect and achievement in mathematics of students in Asian countries: Findings from TIMSS and PISA..- Gabriele KAISER, Xinrong YANG: Affect and achievement in mathematics of students in Asian countries: Findings from TIMSS and PISA Comparative Studies.- Jinfa CAI, Anne WATSON, Binyan XU: Beyond the Asian/Eastern and Western Traditions of Mathematics Education.- Section B: Role of Theory in Research and Practice.- Professor Thomas LOWRIE: Section Editor's Introduction to Section A of the Handbook.- Nerida Fay ELLERTON, and Florence Mihaela SINGER: Relating Theory and Practice in Mathematics Education: A Historical Overview.- Nathalie SINCLAIR, Patricio HERBST: Philosophy and Mathematics Education.- Julie SARAMA, Ilyse RESNICK, Mike STIEFF: The Impact of Classroom-Based Interventions on Theory Building.- Zachary HAWES, Ajay RAMFUL: The Role and Nature of Fidelity in Theory-Practice Advancement.- Peter GROOTENBOER, Elham KAZEMI, Bam Heng CHOI: Practice(s) as a Form of Theory.- Susanne PREDIGER, Kara JACKSON, Boris KOICHU: Beyond the Theory-Practice Continuum in Mathematics Education.- Section C: Equity and Social Justice.- Professor Vilma MESA: Section Editor's Introduction to Section B of the Handbook.- Tamsyn MEANEY David WAGNER: Invisibilization and Intersectionality in Mathematics Education: A Historical Overview.- Ebony McGEE, Elnat HEYD METZUYANI, Greg LARNELL: Changing Perspectives on Mathematical Identity.- Luis LEYVA, Felicia JAREMUS: New Understandings of Gender in Mathematics Education.- Luis VALOYES-CHAVEZ, Maria LÜSSENHOP, Stephen REDER: Mathematical Education for Students in//Victims of Conflict Zones.- Megan NICKELS, Craig CULLEN: Mathematics and Students with Chronic Illness,: Physical or Mental Differences.- Maisie GHOLSON, Catherey YEH: Where to from Here? Reflections on Theorizations, Methods and Advocacy.- Section D: Curriculum Issues.- Associate Professor Johan PRYTZ: Section Editor's Introduction to Section D of the Handbook.- Kristin BJARNADOTTIR, & Dirk DE BOCK, Joäo BOSCO PITOMBEIRO DE CARVELHO: History—The Origin of the Concept of Mathematics Curriculum.- Janine REMILLARD, Sebastian REZAT: Textbooks and Curriculum—The Role of Textbooks and Digitalization in a Governance Perspective.- Andreas RYVE, Paul COBB, Ian WESTBURY: Professional Development Projects as Drivers of Changes in Mathematics Curriculum—Do They Work?.- Anita RAMPAL, Anna TSATSARONI: Is a Transnational Mathematics Curriculum Desirable?.- Alyse SCHNEIDER, & Lieven VERSCHAFFEL, Paola VALERO: Teaching Methods and the Curriculum: On the Socio-Political Location of Pedagogical Research.- Paul DRIJVERS, Luc TROUCHE, Kaye STACEY: Future policy Issues Regarding Mathematics Curriculum (with a Special Focus on Digital Technology).