Kurzfassung: This book describes the design, development, delivery and impact of the mathematics assessment for the OECD Programme for International Student Assessment (PISA). First, the origins of PISA’s concept of mathematical literacy are discussed, highlighting the underlying themes of mathematics as preparation for life after school and mathematical modelling of the real world, and clarifying PISA’s position within this part of the mathematics education territory. The PISA mathematics framework is introduced as a significant milestone in the development and dissemination of these ideas. The underlying mathematical competencies on which mathematical literacy so strongly depends are described, along with a scheme to use them in item creation and analysis. The development and implementation of the PISA survey and the consequences for the outcomes are thoroughly discussed. Different kinds of items for both paper-based and computer-based PISA surveys are exemplified by many publicly released items along with details of scoring. The novel survey of the opportunity students have had to learn the mathematics promoted through PISA is explained. The book concludes by surveying international impact. It presents viewpoints of mathematics educators on how PISA and its constituent ideas and methods have influenced teaching and learning practices, curriculum arrangements, assessment practices, and the educational debate more generally in fourteen countries.

Kurzfassung: This book connects seminal work in affect research and moves forward to provide a developing perspective on affect as the “decisive variable” of the mathematics classroom. In particular, the book contributes and investigates new conceptual frameworks and new methodological ‘tools’ in affect research, and introduces the new field of ‘collectives’ to explore affect systems in diverse settings. Investigated by internationally renowned scholars, the book is build up in three dimensions. The first part of the book provides an overview of selected theoretical frames - theoretical lenses - to study the mosaic of relationships and interactions in the field of affect. In the second part the theory is enriched by empirical research studies and provides relevant findings in terms of developing deeper understandings of individuals’ and collectives’ affective systems in mathematics education. Here pupil and teacher beliefs and affect systems are examined more closely. The final part investigates the methodological tools used and needed in affect research. How can the different methodological designs contribute data which help us to develop better understandings of teachers’ and pupils’ affect systems for teaching and learning mathematics, and in which ways are knowledge and affect related?

Kurzfassung: This book develops the theoretical perspective on visuospatial reasoning in ecocultural contexts, granting insights on how the language, gestures, and representations of different cultures reflect visuospatial reasoning in context. For a number of years, two themes in the field of mathematics education have run parallel with each other with only a passing acquaintance. These two areas are the psychological perspective on visuospatial reasoning and ecocultural perspectives on mathematics education. This volume examines both areas of research and explores the intersection of these powerful ideas. In addition, there has been a growing interest in sociocultural aspects of education and in particular that of Indigenous education in the field of mathematics education. There has not, however, been a sound analysis of how environmental and cultural contexts impact visuospatial reasoning, although it was noted as far back as the 1980s when Alan Bishop developed his duality of visual processing and interpreting visual information. This book provides this analysis and in so doing not only articulates new and worthwhile lines of research, but also uncovers and makes real a variety of useful professional approaches in teaching school mathematics. With a renewed interest in visuospatial reasoning in the mathematics education community, this volume is extremely timely and adds significantly to current literature on the topic

Kurzfassung: Ability Grouping in Mathematics Classrooms -- Abstraction in Mathematics Education -- Actions, Processes, Projects, Schema (APOS) in Mathematics Education -- Activity Theory in Mathematics Education -- Adults Learning Mathematics -- Affect in Mathematics Education -- Algebra Teaching and Learning -- Algorithmics -- Algorithms -- Anthropological Approaches in Mathematics Education, French Perspective -- Argumentation in Mathematics -- Argumentation in Mathematics Education -- Assessment Frameworks in Mathematics Education -- Assessment of Mathematics Teacher Knowledge -- Authority in Mathematics Education -- Autism, Special Needs and Mathematics Learning -- Behaviorism in Mathematics Education -- Bilingual and Multilingual Issues in Mathematics Education -- Blind Children, Special Needs and Mathematics Learning -- Bloom's Taxonomy in Mathematics Education -- Calculus Teaching and Learning -- Cognitive Acceleration in Mathematics Education -- Collaborative Learning in Mathematics Education -- Communities of Inquiry in Mathematics Teacher Education -- Communities of Practice in Mathematics Education -- Communities of Practice in Mathematics Teacher Education -- Competency Frameworks in Mathematics Education -- Complexity in Mathematics Education -- Concept Development in Mathematics Education -- Concept Maps in Mathematics Education -- Constructivism and Radical Constructivism in Mathematics Education -- Constructivist Teaching Experiment Creativity in Mathematics Education -- Critical Mathematics -- Critical Thinking in Mathematics Education -- Cultural Anthropological Approaches in Mathematics Education -- Cultural Diversity in Mathematics Education -- Cultural influences in Mathematics Education -- Cultural Traditions of Mathematics Teaching -- Curricular Resources and Textbooks -- Data Handling and Statistics Teaching and Learning -- Deaf Children, Special Needs and Mathematics Learning -- Deductive Reasoning in Mathematics Education -- Design research in mathematics education -- Dialogic teaching and learning in mathematics education -- Didactic Contract in Mathematics Education -- Didactic engineering in mathematics education -- Didactic Situations in Mathematics Education -- Didactic Transposition in Mathematics Education -- Didactical Phenomenology (Freudenthal) -- Discourse Analytic Approaches in Mathematics Education -- Discrete Mathematics Teaching and Learning -- Discursive Approaches to Learning Mathematics -- Down Syndrome, Special Needs and Mathematics Learning -- Dyscalculia -- Early Algebra Teaching and Learning -- Early Childhood Mathematics Education -- Education of Mathematics Teacher Educators -- Elkonin and Davydov Curriculum in Mathematics Education -- Embodied Cognition -- Enactivist Theories -- Epistemological Obstacles in Mathematics Education -- Equity and Access in Mathematics Education -- Ethnicity and Race in Mathematics Education -- Ethno-mathematics -- External Assessment in Mathematics Education -- Fieldwork/ practicum in mathematics education -- Frameworks for Conceptualizing Mathematics Teacher Knowledge -- Gender in Mathematics Education -- Giftedness and high ability in mathematics -- Goals of Mathematics Education -- Heuristics in Mathematics Education -- Historical Overview of Mathematics Teaching Materials -- History of Mathematics and Education -- History of Mathematics Teaching and Learning -- History of Research in Mathematics Education -- Hypothetical Learning Trajectories in Mathematics Education -- Immigrant Students in Mathematics Education -- Immigrant Teachers in Mathematics Education -- Inclusive Mathematics Classrooms -- Indigenous Students in Mathematics Education -- Informal Learning in Mathematics Education -- Information and Communication Technology (ICT) Affordances in Mathematics Education -- Inquiry Based Mathematics Education -- Instrumental and Relational Understanding in Mathematics Education -- Instrumentation in Mathematics Education -- Interactionist and Ethnomethodological Approaches in Mathematics Education -- Interdisciplinary approaches in mathematics education -- International Comparative Studies in Mathematics: An Overview -- Intuition in Mathematics Education -- Language Background in Mathematics Education -- Language Disorders, Special Needs and Mathematics Learning -- Learner Centred Teaching in Mathematics Education -- Learning Difficulties, Special Needs and Mathematics Learning -- Learning Environments in Mathematics Education -- Learning Practices in Digital Environments -- Learning Study in Mathematics Education -- Lesson Study in Mathematics Education -- Logic in Mathematics Education -- Manipulatives in Mathematics Education -- Mathematical Ability -- Mathematical Approaches -- Mathematical Functions Teaching and Learning -- Mathematical Games in Learning and Teaching -- Mathematical Knowledge for Teaching -- Mathematical Language -- Mathematical Literacy -- Mathematical Modeling and Applications in Education -- Mathematical Proof, Argumentation and Reasoning -- Mathematical Representations -- Mathematics Classroom Assessment -- Mathematics Curriculum Evaluation -- Mathematics Teacher as Learner -- Mathematics Teacher Education Organization, Curriculum and Outcomes -- Mathematics Teacher Educator as Learner -- Mathematics Teacher Identity -- Mathematics Teacher Roles -- Mathematics Teachers and Curricula -- Mathematisation as Social Process -- Metacognition in Mathematics Education -- Metaphors in Mathematics Education -- Misconceptions and Alternative Conceptions in Mathematics Education -- Models of In-service Mathematics Teacher Education Professional Development -- Models of Preservice Mathematics Teacher Education -- Motivation in Mathematics Learning -- Multiple Representations in Mathematics Education -- Neuroscience and Mathematics Education -- Noticing of Mathematics Teachers -- Number Lines in Mathematics Education -- Number Teaching and Learning -- Pedagogical Content Knowledge in Mathematics Education -- Philosophy, Mathematics, and Education -- Policy Debates in Mathematics Education -- Political Perspectives in Mathematics Education -- Poststructuralist and Psychoanalytic Approaches in Mathematics Education -- Probability Teaching and Learning -- Problem Solving in Mathematics Education -- Professional Learning Communities in Mathematics Education -- Psychological Approaches in Mathematics Education -- Quasi-empirical Reasoning (Lakatos) -- Questioning in Mathematics Education -- Realistic Mathematics Education -- Recontextualisation in Mathematics Education -- Reflective Practitioner in Mathematics Education -- Rural and Remote Mathematics Education -- Scaffolding in Mathematics Education -- Semiotics in Mathematics Education -- Shape and Spaceometry Teaching and Learning -- Single Sex Mathematics Classrooms -- Situated Cognition in Mathematics Education -- Socio-economic Class in Mathematics Education -- Socio-mathematical Norms in Mathematics Education -- Sociological Approaches in Mathematics Education -- Stoffdidaktik in Mathematics Education -- Structure of the Observed Learning Outcome (SOLO) Model -- Student Attitudes in Mathematics Education -- Task-based Interviews in Mathematics Education -- Teacher as Researcher in Mathematics Education -- Teacher Beliefs, Attitudes and Self-Efficacy in Mathematics Education -- Teacher Centred Teaching in Mathematics Education -- Teacher Education Development Study - Mathematics (TEDS-M) -- Teacher Supply and Retention in Mathematics Education -- Teaching Practices in Digital Environments -- Technology and Curricula in Mathematics Education -- Technology Design in Mathematics Education -- The van Hiele theory -- Theories of Learning Mathematics -- Types of Technology in Mathematics Education -- Urban Mathematics Education -- Values in Mathematics Education -- Visualisation and Learning in Mathematics Education -- Wait Time in Mathematics Teaching -- Word Problems in Mathematics Education -- Zone of Proximal Development in Mathematics Education. .

Kurzfassung: The Encyclopedia of Mathematics Education is a comprehensive reference text, covering every topic in the field with entries ranging from short descriptions to much longer pieces where the topic warrants more elaboration. The entries provide access to theories and to research in the area and refer to the leading publications for further reading. Links will also be made to particular texts in Springer journals and e-books through SpringerReference.com. The Encyclopedia is aimed at graduate students, researchers, curriculum developers, policy makers, and others with interests in the field of mathematics education. It is planned to be 700 pages in length in its hard copy form but the text will subsequently be up-dated and developed on-line in a way that retains the integrity of the ideas, the responsibility for which will be in the hands of the Editor-in-Chief and the Editorial Board. Wish to become an author? Springer's Encyclopedia of Mathematics Education's first edition was published in 2014. The Encyclopedia is a "living" project and will continue to accept articles online as part of an eventual second edition. Articles will be peer-reviewed in a timely manner and, if found acceptable, will be immediately published online. Suggested articles are, of course, welcome. Feel encouraged to think about additional topics that we overlooked the first time around, and to suggest colleagues (including yourself!) who will want to write them. Interested new authors should contact the editor in chief, Stephen Lerman, at lermanslsbu.ac.uk, for more specific instructions and/or visit https://meteor.springer.com/mathed. Editorial Board: Michele Artigue Ruhama Even Melony Graven Eva Jablonka Robyn Jorgensen Yoshinori Shimizu Bharath Sriraman.