Description / Table of Contents: Acknowledgements; Contents; Contributors; Educational Paths to Mathematics: Which Paths Forward to What Mathematics?; Looking Back: Developments in School Mathematics; The Construction of School Mathematics; Towards the Problem-Centred Curriculum; Fit to and Fit for the Data-Driven Society; ICT Challenging the Mathematics Curriculum; Looking Forward: Why and Where?; The Structure of the Sourcebook; References; Part I: Cultural Tensions in the Field of Mathematics Education; Re-interpreting Students' Interest in Mathematics: Youth Culture and Subjectivity; Introduction

Description / Table of Contents: What Existing Research Has to Offer Beyond Disciplinary Boundaries in Mathematics Education Research; School Mathematics as a Social, Cultural, Political and Historical Battlefield; School Mathematics as a Field of Modern Subjectivity; Youth in a Postmodern Cultural Field of Becoming; Conclusion; References; Connecting Place and Community to Mathematics Instruction in Rural Schools; Motivating Assumptions and Their Basis in Extant Literature; Methods; Data Collection; Phase One: Cross-Case Comparison; The Sample; Underwood, Ohio; Gladbrook, Alabama; Hanover, Kentucky

Description / Table of Contents: Hamilton Collaborative, NebraskaTwin Oaks, Vermont; Edgewater, Maine; Grover, Washington; Protocols and Procedures; Phase Two: The National Survey; The Sample and Questionnaire Development; Results; Theme-by-Theme Analysis; Relevance; Sustainability of Place-Based Approaches; Social-Class Interactions; Subtheme A: Place-Based Education and the University-Intending Students; Subtheme B: Rural Insufficiency and Rural Affordance; Subthemes C and D: The Egalitarian Local/Elite Cosmopolitan Continuum; Discussion; Appendices; Appendix A; Appendix B; References

Description / Table of Contents: Establishing Mathematics Classroom Culture: Concealing and Revealing the Rules of the GameIntroduction; Mathematics Classroom Culture; The Episodes; Episode 1: The Race to Twenty and Classification; Classification and Recognition Rules; Dual Recontextualisation; From Dual Recontextualisation to Dual Classification; Framing and Implicit vs. Explicit Pedagogy; Classification and Framing in the Race to Twenty: Brousseau; The Race to Twenty: Mr. Black and Brousseau; Episode 2: T-Tables; Classification of Communication

Description / Table of Contents: Recognition and Realisation Rules: Finding the Correct 'Other Words' Classification of Praxeology: A Little Tiny Equation; Does Everyone in Mr. White's Class Have the Same Access?; Conclusion; References; Part II: Working with Adults; Learning Mathematics In and Out of School: A Workplace Education Perspective; Democracy and Pedagogic Rights; The Economic Realities of Pharmaceutical Manufacturing; Calculations and Computing in the Pharmaceutical Manufacturing Industry; Calculations A: Estimate, Calculate, and Record Workplace Data

Description / Table of Contents: Calculations B: Use Routine Measuring Instruments. Complete Routine Arithmetic Calculations. Chart Data

Description / Table of Contents: Educational Paths to Mathematics: Which Paths Forward to What Mathematics? Uwe Gellert and Corinne HahnPart I Cultural Tensions in the Field of Mathematics Education -- Re-Interpreting Students’ Interest in Mathematics: Youth Culture and Subjectivity, Paola Valero -- Connecting Place and Community to Mathematics Instruction in Rural Schools, Robert Klein -- Establishing Mathematics Classroom Culture: Concealing and Revealing the Rules of the Game, Christine Knipping, David Reid and Hauke Straehler-Pohl -- Part II Working with Adults -- Learning Mathematics in and out of School: A Workplace Education Perspective, Gail E. FitzSimons -- Mathematical Modelling and Bank Loan Systems: An Experience with Adults Returning to School, Vera Helena Giusti de Souza, Rosana Nogueira de Lima, Tânia Maria Mendonça Campos and Leonardo Gerardini -- Working with Adults: A Commentary, Javier Díez-Palomar -- Part III Working with Pre-Schoolers -- ‘Number in Cultures’ as a Playful Outdoor Activity: Making Space for Critical Mathematics Education in the Early Years, Anna Chronaki, Georgia Moutzouri and Kostas Magos -- Fairness Through Mathematical Problem Solving in Preschool Education, Zoi Nikiforidou and Jenny Pange -- How Do Fair Sharing Tasks Facilitate Young Children’s Access to Fractional Concepts? Julie Cwikla and Jennifer Vonk -- Working with Pre-Schoolers: A Dual Commentary, Michaela Kaslová and Sixto Romero -- Part IV Taking Spaces and Modalities into Account -- Digital Mathematical Performances: Creating a Liminal Space for Participation, Susan Gerofsky -- Participation in Mathematics Problem-Solving Through Gestures and Narration, Luciana Bazzini and Cristina Sabena -- Considering the Classroom Space: Towards a Multimodal Analysis of the Pedagogical Discourse, Eleni Gana, Charoula Stathopoulou and Petros Chaviaris.- Commentary: Semiotic Game, Semiotic Resources, Liminal Space - A Revolutionary Moment in Mathematics Education! Peter Appelbaum -- Part V Criticising Public Discourse -- Numbers on the Front Page: Mathematics in the News, Dimitris Chassapis and Eleni Giannakopoulou -- On the Role of Inconceivable Magnitude Estimation Problems to Improve Critical Thinking, Lluís Albarracín and Núria Gorgorió -- Criticizing Public Discourse and Mathematics Education: A Commentary, Charoula Stathopoulou -- Part VI Organising Dialogue and Enquiry -- Facilitating Deliberate Dialogue in Mathematics Classroom, Ana Serradó, Yuly Vanegas and Joaquim Giménez -- Inquiry-Based Mathematics Teaching: The Case of Célia, Luís Menezes, Hélia Oliveira and Ana Paula Canavarro -- Using Drama Techniques for Facilitating Democratic Access to Mathematical Ideas for All Learners, Panayota Kotarinou and Charoula Stathopoulou -- Organising Dialogue and Enquiry: A Commentary, Lambrecht Spijkerboer and Leonor Santos -- Part VII Providing Information Technology -- Educational Laptop Computers Integrated into Mathematics Classrooms, Maria Elisabette Brisola Brito Prado and Nielce Meneguelo Lobo da Costa, Technology and Education: Frameworks to Think Mathematics Education in the 21st Century, Gilles Aldon -- Technology in the Teaching and Learning of Mathematics in the 21st Century: What Aspects Must Be Considered? A Commentary, Fernando Hitt. Part VIII Transcending Boundaries -- Family Math: Doing Mathematics to Increase the Democratic Participation in the Learning Process, Javier Díez-Palomar -- Service-Learning as Teacher Education, Peter Appelbaum -- The Learning and Teaching of Mathematics as an Emergent Property Through Interacting Systems and Interchanging Roles: A Commentary, Fragiskos Kalavasis and Corneille Kazadi -- Themes and Places of the CIEAEM Conferences Presidents of the Commission Internationale pour l’Etude et l’Amélioration de l’Enseignement des Mathématiques -- Index.

Description / Table of Contents: Preface; Contents; 1 Understanding the Nature of the Geometric Work Through Its Development and Its Transformations; Abstract; Introduction; Complexity of the Geometric Work; With Grade 9 Students; Geometrical Paradigms and Three Elementary Geometries; Geometry I: Natural Geometry; Geometry II: Natural Axiomatic Geometry; Geometry III: Formal Axiomatic Geometry; Back to the Example; The Notion of Space for Geometric Work Within the Framework of Didactics of Geometry; The Epistemological Level; The Cognitive Level; Building a Space for Geometric Work: A Transformation Process

Description / Table of Contents: On the Meaning of GenesisVarious SGW Levels; Various Geneses of the Space for Geometric Work; On Figural Genesis; On Instrumental Genesis; On Discursive Genesis of Reasoning; Towards a Coherent Geometric Work at the End of Compulsory School; A Coherent GI Work Space; A Coherent GII Work Space; Beyond the Space for Geometric Work; References; 2 Integration of Technology into Mathematics Teaching: Past, Present and Future; Abstract; Introduction; Programming as a Problem Solving; Dynamic Geometry Software; Continuing with GeoGebra

Description / Table of Contents: 3 Developing Free Computer-Based Learning Objects for High School Mathematics: Examples, Issues and DirectionsAbstract; Introduction; Our Instructional and Technological Choices; Learning Objects on Spatial Geometry; Trip-Lets; The Tomography Game; Projections in Perspective; A Plethora of Polyhedra; Surfaces and Solids of Revolution; Matrices and Digital Images; Learning Objects on Functions; How b Depends on a?; The Optimal Project; Epicycles and Trigonometric Interpolation; The Anatomy of a Quadratic Function; The Triangle Classification Game; Learning Objects on Probability and Statistics

Description / Table of Contents: Wheels of FortuneStatistics of Letters, Words and Periods; Acknowledgments; References; 4 Doing Research Within the Anthropological Theory of the Didactic: The Case of School Algebra; Abstract; Research, Theory and the ``Detachment Principle''; What Is ``School Algebra''? Didactic Transposition Processes; The Didactic Ecology of School Algebra; The Western Relationship to Orality and Literacy; The Cultural Pejoration of Algebra; What Could Algebra Be? a Reference Epistemological Model; How to Teach Algebra at School? Study and Research Paths; References

Description / Table of Contents: 5 Curriculum Reform and Mathematics Learning: Evidence from Two Longitudinal StudiesAbstract; Mathematics Education Reform; The LieCal Project; Three Levels of Curriculum; Intended Curriculum; Implemented Curriculum; Attained Curriculum; Conclusion; Acknowledgments; References; 6 Mathematical Problem Solving Beyond School: Digital Tools and Students' Mathematical Representations; Abstract; Introduction; The Context of Web-Based Mathematical Competitions; A Description of SUB12 and SUB14; The ProblemWeb Project: Researching Web-Based Mathematical Problem Solving; Theoretical Framework

Description / Table of Contents: Problem Solving from the Point of View of Expressing Thinking

Description / Table of Contents: Understanding the nature of the geometric work through its development and its transformations: Kuzniak Alain (France)Integration of technology into mathematics teaching: Past, present and future:Adnan Baki (Turkey) -- Investigating the influence of teachers’ pedagogical beliefs and reported practices on student achievement in basic mathematics: Allan B.I. Bernardo (Philippines), Auxencia A. Limjap (Philippines) -- Developing free computer-based learning objects for high school mathematics: Examples, issues and directions: Humberto José Bortolossi(Brazil) -- Doing research within the anthropological theory of the didactic: The case of school algebra: Marianna Bosch (Spain) -- Curriculum reform and mathematics learning: Evidence from two longitudinal studies:Jinfa Cai (USA) -- Mathematical problem solving beyond school: Digital tools and students’ mathematical representations: Susana Carreira (Portugal) -- Teaching probability in secondary school: Paulo Cezar Pinto Carvalho (Brazil) -- Mathematics is alive! Project based mathematics: Kyung Yoon Chang (Korea) -- Weaving exploration in the process of acquisition and development of mathematical knowledge: Marcos Cherinda (Mozambique) -- An illustration of the explanatory and discovery functions of proof: Michael de Villiers (South Africa) -- Constructing abstract mathematical knowledge in context: Tommy Dreyfus (Israel) -- Digital technology in mathematics education: Why it works (or doesn’t): Paul Drijvers (Netherlands) -- Mathematical thinking styles in school and across cultures:Rita Borromeo Ferri (Germany) -- Learning to see: The viewpoint of the blind:Lourdes Figueiras (Spain), Abraham Arcavi(Israel) -- Issues and concerns about integrations of ICT into the teaching and learning of mathematics in Africa : Botswana case:Kgomotso Gertrude Garegae (Botswana) -- Learning mathematics in secondary school: The case of mathematical modelling enabled by technology: Jonaki B Ghosh (India) -- Doing mathematics in teacher preparation: Giving space and time to think, reflect, share and feel: Frédéric Gourdeau (Canada) -- Resources, at the core of mathematics teachers’ work:Ghislaine Gueudet (France) -- Mathematics education reform movement in Indonesia:Sutarto Hadi (Indonesia) -- Emotions in problem solving: Markku S. Hannula (Finland) -- Freudenthal’s work continues:Marja van den Heuvel-Panhuizen(Netherland) -- Hands that see, hands that speak: Investigating relationships between sensory activity, forms of communicating and mathematical cognition:Lulu Healy (Brazil) -- Teachers learning together: Pedagogical reasoning in mathematics teachers’ collaborative conversations:Ilana Seidel Horn (USA) -- Transforming education through lesson study: Thailand’s decade-long journey:Maitree Inprasitha (Thailand) -- Dialectic on the problem solving approach: Illustrating hermeneutics as the ground theory for lesson study in mathematics education:Masami Isoda (Japan) -- History, application, and philosophy of mathematics in mathematics education: Accessing and assessing students’ overview and judgment:Uffe Thomas Jankvist (Denmark) -- Teaching mathematical modelling in school mathematics: Ok-Ki Kang (Korea), Jihwa Noh (Korea) -- Implications from Polya and Krutetskii:Wan Kang (Korea) -- Derivative or derivation?Matthias Kawski (USA) -- The social dimension of argumentation and proof in mathematics classrooms: Christine Knipping (Germany) -- Mathematical literacy for living in the highly constructionism: Theory of learning or theory of design?Chronis Kynigos (Greece) -- Adjacent schools with infinite distance - Narratives from North Korean mathematics classrooms: Jung Hang Lee (USA/Korea) -- Mobile linear algebra with Sage: Sang-Gu Lee (Korea) -- Discernment and reasoning in dynamic geometry environments: Allen Leung (Hong Kong) -- Riding the third wave: Negotiating teacher and students’ value preferences relating to effective mathematics lesson:Chap Sam Lim (Malaysia) -- Learning mathematics by creative or imitative reasoning:Johan Lithner (Sweden) -- Features of exemplary lessons under the curriculum reform in China: A case study on thirteen elementary mathematics lessons:Yunpeng Ma (China), Dongchen Zhao (China) -- Teachers, students and resources in mathematics Laboratory:Michela Maschietto (Italy) -- The common core state standards in mathematics:William McCallum (USA) -- From practical geometry to the laboratory method: the search for an alternative to Euclid in the history of teaching geometry:Marta Menghini (Italy) -- Research on mathematics classroom practice: An international perspective:Ida Ah Chee MOK (Hong Kong) -- Information-and-technology-oriented in the 21st Century: Mathematics education from the perspective of human life in society:Eizo Nagasaki (Japan) -- Exploring the nature of the transition to geometric proof through design experiments from the holistic perspective:Masakazu Okazaki (Japan) -- Laying foundations for statistical inference:Maxine Pfannkuch (New Zealand), Chris J. Wild (New Zealand) -- Mathematics education in Cambodia from 1980 to 2012: Challenges and perspectives 2025:Chan Roath(Cambodia) -- The challenges of preparing a mathematical lecture for the public:Yvan Saint-Aubin (Canada) -- Computer aided assessment of mathematics using stack: Christopher Sangwin (UK) -- Numerical analysis as a topic in school mathematics:Shailesh A Shirali (India) -- Visualizing mathematics at University? Examples from theory and practice of a linear algebra course:Blanca Souto-Rubio(Spain) -- On the golden ratio:Michel Spira (Brazil) -- The international assessment of mathematical literacy: PISA 2012 framework and items:Kaye Stacey (Australia) -- Applications and modelling research in secondary classrooms: What have we learnt?Gloria Stillman (Australia) -- Hidden cultural variables to promote mathematics and mathematics education - Are there royal roads?Guenter Toerner (Germany) -- Mathematics competition questions: Their pedagogical values and an alternative approach of classification:Tin Lam Toh (Singapore) -- What does it mean to understand some mathematics?Zalman Usiskin (USA) -- Mapping mathematical leaps of insight:Caroline Yoon (New Zealand) -- Conflicting perspectives of power, identity, access and language choice in multilingual teachers’ voices:Lyn Webb (South Africa) -- Mathematics at university: The anthropological approach:Carl Winsløw (Denmark) -- Use of student mathematics questioning to promote active learning and metacognition:Khoon Yoong Wong (Singapore) -- The examination system in China: The case of Zhongkao mathematics:Yingkang Wu (China).

Description / Table of Contents: PrefacePrologue:  The Changing Academic Profession in Japan: its past and present. Akira Arimoto -- 1. Higher Education Policy and Academic Profession. Yoshimasa Kano -- 2. Mobility. Atsunori Yamanoi -- 3. Academic Funding and Allocation of Research Money. Akihiro Asonuma -- 4. Changes in University Teachers’ View towards Students: Impact of Universalization. Naoyuki Ogata.­- 5. Gender Bias: what has changed for Female Academics? Naomi Kimoto -- 6. Governance, Administration and Management. Masashi Fujimura -- 7. Labor Conditions. Hirotaka Nanbu and Tomomi Amano. 8. Working Time and Personal Strain. Yusuke Hasegawa --  9. Research Productivity: Tsukasa Daizen -- 10. Teaching and Research in the Academic Profession: Nexus and Conflict. Hideto Fukudome -- 11. Academic Profession and Evaluation.  Masataka Murasawa -- 12. Internationalization.  Futao Huang --  13. Higher Education and Society. Hirotoshi Yamasaki. 14. The Academic Profession: A Comparison between Japan and Germany. Ulrich Teichler -- 15. The Invisible Academy: A U.S. Perspective on The Japanese Academic Profession. William K. Cummings -- 16. Similar but Different Worlds: A Korean Perspective on The Japanese Academic Profession. Jung C. Shin -- Epilogue Perspective of the Academic Profession. Akira Arimoto.

Description / Table of Contents: Autism Spectrum Disorders and TechnologyIncluding Families in the Equation -- Characteristics of Learners with Autism and Ways Technology Can Provide Benefits -- Applications of Technology for Students with ASD -- Make it and Take it with Applications Software: Sample Technology-Created Activities for Academic and Social Skill Development -- Selecting and Evaluating Technology Tools for Autistic Learners.

Description / Table of Contents: Series Preface: Jerome Bruner: the psychology in its making Giuseppina Marsico (University of Salerno, Italy)Introduction Living to Tell the Tale of Psychology: Jerome Bruner the Giant Giuseppina Marsico (University of Salerno, Italy) -- PART I: BRUNER’S CENTURY -- Interview with Jerome Bruner: The History of Psychology in the First Person Giuseppina  Marsico (University of Salerno, Italy).-Clark Lecture in 1968 “Processes of Cognitive growth: Infancy” Jerome Bruner -- LET’S FRANKLY PLAY: AMBIVALENCE, DILEMMAS AND IMAGINATION  (Luca Tateo, Aalborg University, Denmark) -- INTERSUBJECTIVITY  (Waldomiro J. Silva Filho, Universidade Federal da Bahia, CNPq, Brazil) -- Part II: NAVIGATING THE BRUNER’S OCEAN -- Homage to Jerome Bruner, Howard Gardner (Harvard University, USA) -- THE PURPOSE OF PURPOSE, Jaan Valsiner  (Aalborg University, Denmark) -- HOW BRUNER FORESAW A FUTURE THAT HAS YET TO BE ACHIEVED. Rom Harré (Georgetown University, USA) -- JERRY BRUNER: THE OXFORD’S YEARS AND BEYOND Jose Luis Linaza (Universidad Autónoma in Madrid ,Spain) -- MEETINGS WITH JERRY BRUNER Juan Delval  (Universidad Nacional de Educación a Distancia, UNE. Spain) -- BRUNER'S NARRATIVE TURN: THE IMPACT OF CULTURAL PSYCHOLOGY IN CATALONIA Moisès Esteban-Guitart (University of Girona) -- MOTOR SKILLS, MOTOR  COMPETENCE AND  CHILDREN: BRUNER'S IDEAS IN THE ERA OF EMBODIMENT  COGNITION AND Luis Migue l Ruiz Pérez (Universidad Politécnica Madrid) & José Luis Linaza Iglesias (Universidad Autónoma de Madrid) -- THE ROLE OF IMMATURITY IN DEVELOPMENT AND EVOLUTION: THEME AND VARIATIONS. Juan C. Gómez (School of Psychology and Neuroscience,University of St. Andrews, United Kingdom) -- THE ARTS OF THE HIDDEN: AN ESSAY FOR THE LEFT HAND Alan C. Kay  (Viewpoints Research Institute,USA) -- - NARRATING POSSIBILITY   Colette Daiute  (CUNY, New York, USA ) -- BRUNER’S WAYS OF KNOWING -  FROM THE COGNITIVE REVOLUTION TO THE DIGITAL REVOLUTION : CHALLENGES FOR THE SCHOOLS AND TEACHERS OF TODAY Britt-Mari Barth (Catholic University of Paris) -- JEROME BRUNER AT THE HELM: CHARTING A NEW COURSE IN CULTURAL PSYCHOLOGY THROUGH NARRATIVE Noelle A. Paufler  (University of North Texas. USA) and Audrey Amrein-Beardsley (Arizona State University, USA) -- BRUNER AT THE BAR:  JEROME BRUNER’S INFLUENCE ON LAW AND THE LEGAL ACADEMY, Eleanor Fox, (New York  University, School of  Law, NY,  USA) -- TWO OR THREE THINGS I KNOW ABOUT PROFESSOR BRUNER David Garland (New York  University, School of  Law, NY,  USA) -- BRINGING WONDERMENT TO THE LEGAL ACADEMY Peggy Davis(New York  University, School of  Law, NY,  USA) -- NARRATIVE, INFERENCE, AND LAW IN CULTURAL CONTEXT Oscar G. Chase (New York  University, School of  Law, NY,  USA) -- A SATYR PLAY Anthony G. Amsterdam (New York  University, School of  Law, NY,  USA) -- Editorial Conclusion: Cultivating possibilities for cultural psychology. Jerome Bruner in his becoming, Giuseppina Marsico (University of Salerno) -- AUTHORS’ BIOS.

Description / Table of Contents: Part I Introduction.- Critical Learning in Digital NetworksPart II In, Against and Beyond the Network -- Counting On Use of Technology to Enhance Learning -- Free Information: Networked Learning Utopia -- Getting It Out on the Net: Decentralized Networked Learning through Online Pre-Publication -- Part III Virtual Worlds, Networked Realities -- Literally Virtual: The Reality of the Online Teacher -- Virtuality and Fostering Critical Design Thinking -- Moving from Urban to Virtual Spaces and Back -- Part IV Towards a Networked Revolutionary Praxis -- Teacher Heutagogy in the Network Society -- Subversive Epistemologies in Constructing Time and Space in Networked Environments -- The Critical Challenge of Networked Learning.

Description / Table of Contents: Foreword; References; Preface; References; About This Book; What's in This Book?; References; Acknowledgments; Contents; Part I: Introduction; Chapter 1: Theorizing Sustainability: An Introduction to Science Teacher Education for Sustainability; The Language of Education and Sustainability; Environmental Education and Education for Sustainability; Science Teacher Education for Sustainability; Approaches to Education for Sustainability; Focus on Science Learning; Focus on Education for Sustainability; Education for Sustainability in Informal Settings; Conclusion; References

Description / Table of Contents: Part II: Preparing Science Teachers to Teach for SustainabilityChapter 2: A Phenomenographic Study of Beginning Elementary Science Teachers' Conceptions of Sustainability; Introduction; Research Questions; Research Approach; Methodology; Context and Participants; Data Collection and Analysis; Results; Environmental Attitudes Survey; Draw an Environmental Steward; Draw an Environmental Steward (DES) and Draw Your Idea of Sustainable Development (DAETS) Tests; Comparing the Pre and Post Mind Maps of Participants; Conclusions and Implications; References

Description / Table of Contents: Chapter 3: Sense of Place: Is It More Than a Connection to a Physical Place?Theoretical Framework; Defining Sense of Place; An Evolving Sense of Place Theory; Method; Data Collection; Data Analysis: Phase I; Data Analysis: Phase II; Data Analysis: Phase III; Discussion; Defining Place Consciousness as a Theoretical Framework; Implications for Science Teacher Education Towards Education for Sustainability; References; Chapter 4: Building Sustainability Literacy Among Preservice Teachers: An Initial Evaluation of a Sustainability Course Designed for K-8 Educators; Introduction

Description / Table of Contents: Sustainability Science for Teachers: An Introduction Research Design; Data and Methods; Results; Discussion; Limitations; Future Research; Conclusion; References; Chapter 5: A Fork in the Road: Reclaiming a Conversation on Sustainability for Science Teacher Education in the Anthropocene; Ecojustice Perspectives on Education for Sustainability; Sustainable Education on the Border: The Systems Academy for Young Engineering Scientists; Sustainability Education: Beyond the Boundaries of Traditional Science Teacher Preparation; Sustainability Education on the Backstreet; Conclusion

Description / Table of Contents: ReferencesChapter 6: Ecology Disrupted: Using Sustainability as a Unifying Principle for an Environmental Science Course; Introduction; Theoretical Framework; Methods; The Two Major Course Themes: The Land Ethic and Ecology Disrupted; Findings: Reporting on Class Outcomes; Part 1: The Land Ethic Connects Societal and Economic Aspects of Daily Life to Ecology; Part II: Applying the Ecology Disrupted Model; Ecology Disrupted Sessions; Evolutionary Underpinnings of Ecology; Students Implement Ecology Disrupted Lessons; Student Reflections on Ecology Disrupted Exercises; Conclusion

Description / Table of Contents: References

Description / Table of Contents: Foreword: Arjen Wals and Justin DillonPreface: Susan Stratton, Rita Hagevik, Allan Feldman, Mark Bloom -- Section I: Introduction -- Theorizing Sustainability: An Introduction to Science Teacher Education for Sustainability (Allan Feldman) -- Section II: Preparing Science Teachers to Teach for Sustainability -- 2. A Phenomenographical Study of Beginning Elementary Science Teachers' Conceptions of Sustainability (Rita Hagevik, Corinne Jordan, David Wimert) -- 3. Sense of Place: Is it More than a Connection to a Physical Place? (Christine Moseley, Blanche Desjean-Perrotta, & Deepti Kharrod) -- 4. Building Sustainability Literacy Among Preservice Teachers: An Initial Evaluation of Sustainability Course Designed for K-8 Educators (Rider Foley, Leanna Archambault & Annie Warren) -- 5. A Fork in the Road: Reclaiming a Conversation on Sustainability for Science Teacher Education in the Anthropocene (Deborah Tippins, Elizabeth Pate, Stacey Britton, & James Ammons) -- 6. Ecology Disrupted: Using Sustainability as a Unifying Principle for an Environmental Science Course (Yael Wyner) -- 7. Transforming Science Teachers into Scientist Teachers: How Philosophical Perspective Influences Teaching Effectiveness (Daryl Moorhead, Gale Mentzer, & Charlene Czerniak) -- 8. A Learning Progression Approach to Support Climate Sustainability into Teacher Education (Hui Jin, Michele Johnson, & Nissa Rae Yestness) -- Section III: Science Teacher Education for Sustainability in Out-of-school Settings -- 9. Integrating Sustainability into Science Teacher Education through a Focus on Climate Change (Emily Hestness, J. Randy McGinnis, & Wayne Breslyn) -- 10. Preservice Teacher Experiences from the Reorientation of Teacher Education to Address Sustainability (Carlos Ormond, Milton McClaren, David B. Zandvliet, Patrick Robertson, Shannon Leddy, Colin Mayer & Selina Metcalfe) -- 11. Environmental Pedagogical Content Knowledge: A Conceptual Framework for Teacher Knowledge and Development (George Zhou) -- 12. Reorienting a Science Methods Course to Prepare Sustainability Literate K-6 Preservice Teachers: A Mixed Methods Investigation (George O’Brien, Kathleen Sparrow, Jennifer Morales & Jaeson Clayborn) -- 13. Binational Study Abroad: Planning for Sustainably Literate Teachers (Susan Stratton) -- 14. The Bennett’s Millpond Environmental Learning Project: Place-based Education with Student-Teacher Research Teams (Grant Gardner, Colleen Karl, Miriam Ferzli, & Damian Shea) -- 15. Navigating the Environmental Politics of Energy Production: Using Mathematical Modeling as a Tool for Educating Science Teachers for Sustainability (Mark Bloom, Sarah Quebec Fuentes, Molly Holden & Kelly Feille) -- Section IV: International Voices on Science Teacher Education for Sustainability -- 16. Incorporating Sustainability as a Socio-scientific Reality into Science Teacher Education (Marianne Logan & Amy Cutter-Mackenzie) -- 17. A Case Study of an Australian University Embedding EfS in a Preservice Teaching Program (Michelle Lasen, Louisa Tomas, Hillary Whitehouse, Reesa Soren, Neus (Snowy) Evans, & Robert (Bob) Stevenson) -- 18. Some Pathways in Sweden (Ingela Bursjoo) -- 19. Using Local Contexts for Learning: The Caring for Cambodia Approach (Whitney Szmodis, Michael Russell & Alec Bodzin) -- 20. Beyond Science Education: Embedding Sustainability in Teacher Education Systems (Robert (Bob) Stevenson, JoAnne Ferreira, Neus (Snowy) Evans, & Julie Davis) -- 21. Beyond Banking Education: Approaching Uncertainty and Controversial Issues In the Science Classroom (Lynda Dunlop & Eleanor Brown) -- 22. “We Weren’t Taught This Way”. Overcoming Barriers When Transitioning to New Forms of Pedagogy in Teaching Initial Science Teachers for Sustainability (Roger Cutting & Orla Kelly) -- Section V: Conclusion -- 23. Toward a Sustainable Future: The Practice of Science Teacher Education for Sustainability (Susan Stratton, Rita Hagevik, Allan Feldman, Mark Bloom) -- Afterword - Mike Slattery.

Description / Table of Contents: Part 1 Chapter 1: Frameworks and principles for task designChapter 2: Features of task design informing teachers’ decisions about goals and pedagogies -- Chapter 3: Accounting for student perspectives in task design -- Chapter 4: Design and use of textbased tasks. Chapter 5: The Role of Tools and Representations in Designing Mathematics -- Chapter 5: The Role of Tools and Representations in Designing Mathematics -- Part 2 Chapter 6: E-Textbooks for Mathematical Guided Inquiry: Design of Tasks and Task Sequences.- Chapter 7: Didactic engineering as a research methodology: from fundamental situations to study and research paths -- Chapter 8: The Critical Role of Task Design in Lesson Study -- Chapter 9: Possible presentation by Jan de Lange, Freudenthal Institute.- Part 3 Commentaries : Chapter 10: Commentary on chapters 1, 2 and 3.-   Chapter 11: Commentary on chapters 1, 4, and 5.

Description / Table of Contents: About the AuthorsIntroduction -- Forming, Recruiting and Managing the Academic Profession - A Varied Scene. Ulrich Teichler and William K. Cummings -- 1. The Academic Profession and its Changing  Environments. Jung Cheol Shin -- 2. Changing Biographies and Careers of Academics. Jesús Francisco Galaz-Fontes, Amy Scott Metcalfe -- 3. What Academics Want from their Professors: Findings from a Study of Professorial Academic Leadership in the UK. Linda Evans -- 4. The Rise of Third Space Professionals: Paradoxes and Dilemmas. Celia Whitchurch -- 5. The Influence of New Higher Education Professionals on Academic Work. Barbara M. Kehm -- 6. Work Jurisdiction of New Higher Education Professionals . Christian Schneijderberg -- 7. Recruitment of Academics in Switzerland: e pluribus unum? Tatiana Fumasoli and Gaële Goastellec -- 8. An Empirical Study on Impact Factors of Faculty: Remuneration across 18 Higher Education Systems. Hong Shen and Junfeng Xiong -- 9. Academic Job Satisfaction from an International Comparative Perspective: Factors Associated with Satisfaction across the CAP Countries. Peter Bentley, Hamish Coates, Ian Dobson, Leo Goedegebuure and Lynn Meek -- 10. Academics under Pressure: Fear and Loathing in Finnish Universities?  Timo Aarrevaara and Ian R. Dobson -- 11. Intention to Leave Academia and Job Satisfaction among Faculty Members: An Exploration Based on the International CAP Survey. Laura Padilla-González, Jesús Francisco Galaz-Fontes -- 12. International Aspects of Academic Work and Career at the Beginning of the 21st Century. Michele Rostan -- 13. The Internationalization of the Academy in East Asia. Futao Huang -- 14. Perspectives on Professional Development: The Voice of Irish Academics. Maria Slowey and Ekaterina Kozina -- 15. Increasing the Attractiveness of the Academic Profession: A Challenge for Management. Hamish Coates, Leo Goedegebuure and V. Lynn Meek -- 16. How National Contexts Shape Academic Careers: A Preliminary Analysis. Martin J. Finkelstein.

Description / Table of Contents: The Future in Learning Science: Themes, Issues and Big Ideas. Cathy Buntting, Richard Gunstone, Deborah Corrigan, Justin Dillon and Alister JonesLearning for a Better World: Futures in Science Education, Michael Reiss -- Connoisseurs of Science: A Next Goal for Science Education? Peter Fensham -- When Science Changes: The Impact of ICTs on Preparing Students for Science Outside of School , Marie-Claire Shanahan -- Forms of learning in senior secondary science as represented through an integrated curriculum, May Cheng -- Pursuing different forms of science learning through innovative curriculum implementation, Greg Lancaster, Debra Panizzon and Deborah Corrigan -- Reconceptualising the Learning and Teaching of Scientific Concepts, Colette Murphy -- Making Science beyond the Classroom Accessible to Students, Léonie Rennie -- Children Learning Science in and for a Participatory Culture, Bronwen Cowie and Elaine Khoo -- The Elephant in the Room: Emotional Literacy/Intelligence, Science Education, and Gender, Brian Matthews -- Initiatives to Prepare New Science Teachers for Promoting Student Engagement, Shirley Simon and Paul Davies -- Futures Thinking in the Future of Science Education, Cathy Buntting and Alister Jones -- Revealing Questions: What are Learners Asking About? Amy Seakins -- The Potential of Digital Technology for Science Learning and Teaching-The Learners’ Perspective, Neil Selwyn and Rebecca Cooper -- Facilitating Change in Science Teachers’ Perceptions about Learning and Teaching, John Loughran and Kathy Smith.

Description / Table of Contents: IntroductionI. 21st Century Learning Environments for the Learner -- Transitions in Teaching and eLearning -- Motivation to Learn and Achievement -- Personal Learning Environments and Self-Regulated Learning -- Building Successful Student Learning Experiences Online -- II. Curriculum for eLearners -- Language and Literacy -- Reading and Writing -- Points of Intersection: Mathematics Teaching and Learning with and through Education Technology -- Science: Learning through Experimentation and Practice -- Creative Connections: Technology and the Arts -- Social Studies Teaching for Learners who Engage -- Comprehensive Assessment Planning: Developing and Managing Multiple Types of Assessments -- III. Dynamic e-Instructional Strategies -- On-line Collaboration & Social Networking -- Gamification for Learning -- Gaming -- Collaborative Learning -- Google Sites & Oral History Projects: Connecting School to Community -- Mobile learning and Mobile Social Interaction -- MOOCs.

Description / Table of Contents: I. Surveying the territory.- Introduction: The challenge of developing inclusive mathematics learning environments.- Large scale test data: Making the invisible visible.- Impact of geographical location on student achievement: Unpacking the complexity of diversity.-Rethinking learners’ preferred mathematical task types: The values perspective.- Rethinking gender and technology: A case of graphics calculators in the Singaporean mathematics curriculum context.-Surveying the public: Revisiting mathematics and English stereotypes.-Surveying the territory: Linking research and practice in school mathematicsII. Interrogating the boundaries.- From the individual to the collective: Rethinking curriculum to make diversity a positive resource.- Ethics and the challenges for inclusive mathematics teaching.- Valuing diversity in mathematics pedagogy: Enhancing teacher agency through values alignment.- Interrogating the boundaries: Inclusive practices in mathematics teaching - the need for noticing and producing relevant differences.- III. From diversity to practice -- (Dis)engagement and exclusion in mathematics classrooms - labels, values and significant others -- Including students with disabilities in the regular mathematics classroom: issues and innovations.- Investigating diversity in learning: How children add together single digit numbers.- Maximising opportunities in mathematics for all students: Addressing within school and within class differences -- From diversity to practice: Commentary.-Conclusion: From Theory to Practice.

Description / Table of Contents: Technology, learning and social lifeThe age of digital networks -- Theories of learning in a digital age -- A network of learning theories -- An ecology of actors and actants in digital networks -- The institutions: the university -- The infrastructures -- The academic -- The Learner -- The future of networked learning.

Description / Table of Contents: Preface; Acknowledgement; Contents; About the Authors; Chapter 1: Mass Higher Education and Its Challenges for Rapidly Growing East Asian Higher Education; 1.1 Introduction; 1.2 Historical and Theoretical Understanding of Mass Higher Education; 1.2.1 Modern Society and Education; 1.2.2 Sociological Discourses; 1.2.3 East Asian Higher Education Development and Confucianism; 1.3 Political Economy and Mass Higher Education; 1.3.1 Social Welfare, Market, and Confucian Systems; 1.3.2 Economic Production and Mass Higher Education; 1.4 Challenges for Contemporary Mass Higher Education

Description / Table of Contents: 1.4.1 The Decoupling of Teaching and Research1.5 Quality of Education; 1.6 Privatization and Cost Sharing; 1.7 Managerialism and Academic Freedom; 1.8 Over-Education and Unemployment; 1.9 Conclusion: The Future of the Post-massified Higher Education; References; Part I: National Strategy for Mass Higher Education; Chapter 2: Higher Education Development in Japan; 2.1 Introduction; 2.2 Key Definitions and Terms; 2.2.1 Higher Education; 2.2.2 Enrollment in Higher Education; 2.2.3 Post-massification of Higher Education; 2.3 Changes in Overall Enrollment; 2.3.1 Changes in Enrollment by Discipline

Description / Table of Contents: 2.3.2 Growth of Female Student Numbers2.4 Expansion in Higher Education Institutions; 2.4.1 Number of Students per Full-Time Faculty; 2.4.2 Changes in Operating Expenditure per Student; 2.5 Concluding Remarks; References; Chapter 3: Higher Education Development in Korea: Accomplishments and Challenges; 3.1 Introduction; 3.2 Higher Education Development in Korea; 3.3 Western University Ideas, Confucian Tradition, and Economic Development; 3.3.1 Western University Ideas; 3.3.2 Confucian Tradition; 3.3.3 Economic Development and Higher Education; 3.4 Challenges for Korean Higher Education

Description / Table of Contents: 3.4.1 Lack of Mission Differentiation3.4.2 Uncompetitive Graduate Education and Lack of Competitive Research Centers; 3.4.3 Ineffective Funding Mechanisms: Incentive Funding; 3.5 Conclusion; References; Chapter 4: The Path Toward Mass Higher Education in China; 4.1 Introduction; 4.2 The Pursuit of Massification: 1990s Onward; 4.2.1 A Debated Topic; 4.2.2 Three Phrases; 4.2.3 Major Driving Force; 4.2.4 Changing Environment; 4.2.5 Academic Impact; 4.2.6 Mixture Mode in Financial Support; 4.3 The Impact of Massification; 4.3.1 Scale; 4.3.2 Structure; 4.3.3 Effectiveness

Description / Table of Contents: 4.4 Post-massification: Reality and Solution4.4.1 Harsh Realities; 4.4.1.1 Quality Issues; 4.4.1.2 Equity Issues; 4.4.1.3 Unemployment Issues; 4.4.2 Major Solution; 4.5 Future Looks: 2020 Vision and Action Plan; 4.6 Conclusion; References; Chapter 5: Higher Education Development in Taiwan; 5.1 The Impact of Global Neo-liberal Ideology on Higher Education; 5.2 Taiwan's Country Profile; 5.3 Historical Development of Higher Education in Taiwan; 5.4 Higher Education System in Taiwan; 5.5 Higher Education Reform in Taiwan After 1990s; 5.6 Higher Education Expansion in Taiwan and Related Issues

Description / Table of Contents: 5.6.1 Governance Change for Efficiency

Description / Table of Contents: Ch. 1. Mass Higher Education and Its Challenges for Rapidly Growing East Asian Higher Education (J.C. Shin, Seoul National University)Part I. National Strategy for Mass Higher Education -- Ch. 2. Higher Education Development in Japan (F. Huang, Hiroshima University) -- Ch. 3. Higher Education Development in Korea: Accomplishments and Challenges (J.C. Shin, Seoul National University) -- Ch. 4. The Path toward Mass Higher Education in China (X. G. Shi, Peking University) -- Ch. 5. Higher Education Development in Taiwan(P. Chou, National Chengchi University) -- Ch. 6. Higher Education in Malaysia: National Strategies and Innovative Practices (M. Lee, University of Sains Malaysia) -- Ch. 7. From Massification towards the Post-massification of Higher Education in Hong Kong (Jisun Jung and G. Postiglione, University of Hong Kong).- Part II. Academics and Students in Mass Higher Education -- Ch. 8. What Happened to Universal Education? In the West and in Asia (W. K. Cummings and Katrina Santner, George Washington University) -- Ch. 9. Teaching and Curriculum Development in Mass and Universal Higher Education (F. Huang, Hiroshima University) -- Ch. 10. Students in the Post-Massified Higher Education- What has changed and What has stayed the same in the Massification of Japanese higher education (K. Shima, Hiroshima University) -- Ch. 11. Learning Ants: A Portrait of Chinese College Students in Mass Higher Education(Y. Luo, Tsinghua University) -- Ch. 12. Students in Mass Higher Education: Effects of Student Engagement in Taiwan (D. Chang, Tamkang University) -- Ch. 13. What Makes the Quality of Students’ Learning?: Focusing on the Articulation between High School and University (R. Yamada, Doshisha University) -- Part III. Challenges Facing Mass Higher Education -- Ch.14. Who benefits from Taiwan’s Mass Higher Education? (P. Chou, National Chengchi University) -- Ch. 15. Improving School to University Transitions during Mass Higher Education: A policy perspective (G. Postiglione, University of Hong Kong) -- Ch. 16. Higher Education and the World of Work: The Perennial Controversial Debate (U. Teichler, Kassel University) -- Ch. 17. The Employment of College Graduates: Changing Wages in Mass Higher Education (S. Chan and C. Yang, National Chung Cheng University) -- Ch. 18. The Quality of Mass Higher Education in East Asia- Development and Challenges for Asian Quality Assurance Agencies in the Glonacal higher education (Angela Yung Chi Hou, Fu Jen Catholic University) -- Ch. 19. Faculty Participation in University Decision Making and Management in Japan (A. Morozumi, University of Tokyo) -- Ch. 20. The Effects of Massification on Higher Education for Teacher Education in Taiwan (C. M. Liang, Taitung University & C. Chang, Vanung University) -- Conclusion -- Ch. 21. Conclusion: Lessons from Higher Education Development in East Asia (J.C. Shin, Seoul National University).

Description / Table of Contents: Series Preface; Contents; Chapter 1: Cultural, Social, Cognitive and Research Influences on Mathematical Modelling Education; 1.1 Introduction; 1.2 Innovative Practices in Modelling Education Research and Teaching; 1.3 Research into, or Evaluation of, Teaching Practice; 1.4 Pedagogical Issues for Teaching and Learning of Modelling; 1.5 Influences of Technologies; 1.6 Assessment in Schools and Universities; 1.7 Applicability at Different Levels of Schooling, Vocational Education, and in Tertiary Education; 1.8 Conclusion; References

Description / Table of Contents: Part I: Innovative Practices in Modelling Education Research and TeachingChapter 2: Mathematical Modelling as a Strategy for Building-Up Systems of Knowledge in Different Cultural Environments; 2.1 Introduction; 2.2 The Generation of Knowledge; 2.3 How About Modelling?; References; Chapter 3: The Meaning of the Problem in a Mathematical Modelling Activity; 3.1 Introduction; 3.2 Problems, Mathematical Modelling and Meaning; 3.3 Design of the Study; 3.4 The Meaning of the Problem and the Generation of Interpretants in Mathematical Modelling Activities

Description / Table of Contents: 3.5 Discussion and Implications for Teaching, Learning and ResearchReferences; Chapter 4: Extending the Reach of the Models and Modelling Perspective: A Course-Sized Research Site; 4.1 Introduction; 4.2 Research Questions Addressed by the MMP; 4.3 Claims About the Nature of Knowing and Learning; 4.4 Research Tools and the Data Generated by Inquiry Within the MMP; 4.5 Extending the Questions; Expanding the Toolkit; 4.6 Some Assumptions and Conjectures; 4.6.1 Learning Progressions; 4.6.1.1 Alternative Model #1: Learning as Finding One´s Way Around in a Terrain

Description / Table of Contents: 4.6.1.2 Alternative Model #2: An Evolutionary Model for the Development of Ideas4.6.2 Teaching Problem Solving and Heuristics; 4.7 Implications for Design; 4.8 Conclusion: Contributions of a Course-Sized Research Site; References; Chapter 5: Prescriptive Modelling - Challenges and Opportunities; 5.1 Introduction; 5.2 Examples; 5.2.1 Example 1: BMI (Body Mass Index); 5.2.2 Example 2: A-Paper (DIN) Formats; 5.2.3 Example 3: The Gini Coefficient of Income Inequality; 5.2.4 Conclusions from the Examples; 5.3 Teaching and Learning of Prescriptive Modelling; 5.4 Challenges and Opportunities

Description / Table of Contents: ReferencesChapter 6: An Approach to Theory Based Modelling Tasks; 6.1 Introduction; 6.2 Theoretical Framework and Method; 6.2.1 Task Criteria; 6.2.2 Degree of Difficulty; 6.3 Design of the Pilot Study; 6.3.1 The Modelling Tasks; Toothpaste Item; Taj Mahal Item; Potato Item; 6.4 Results; 6.4.1 Toothpaste Item; 6.4.2 Taj Mahal Item; 6.4.3 Potato Item; 6.5 Discussion; 6.6 Outlook; References; Chapter 7: Facilitating Mathematisation in Modelling by Beginning Modellers in Secondary School; 7.1 Introduction; 7.2 Theoretical Frame; 7.3 Empirical Evidence; 7.4 Proposed Framework

Description / Table of Contents: 7.5 Illustrative Example

Description / Table of Contents: Series Preface, Gabriele Kaiser and Gloria StillmanChapter 1 Cultural, Social, Cognitive and Research Influences on Mathematical Modelling Education: Perspectives and Future Prospects, Gloria Stillman, Werner Blum, and Maria Salett Biembengut -- Part I Innovative Practices in Modelling Education Research and Teaching -- Chapter 2 Mathematical Modelling as a Strategy for Building-up Systems of Knowledge in Different Cultural Environments, Ubiratan D’Ambrosio -- Chapter 3 The Meaning of the Problem in a Mathematical Modelling Activity, Lourdes Maria Werle de Almeida and Karina Alessandra Pessoa da Silva -- Chapter 4 Extending the Reach of the Models and Modelling Perspective: A Course-Sized Research Site, Corey Brady, Richard Lesh and Serife Sevis -- Chapter 5 Prescriptive Modelling - Challenges and Opportunities, Mogens Niss -- Chapter 6 An Approach to Theory Based Modelling Tasks, Xenia-Rosemary Reit and Matthias Ludwig -- Chapter 7 Facilitating Mathematisation in Modelling by Beginning Modellers in Secondary School, Gloria Ann Stillman, Jill P. Brown and Vince Geiger -- Chapter 8 Authenticity in extra-curricular mathematics activities; researching authenticity as a social construct, Pauline Vos -- Chapter 9 The Teaching Goal and Oriented Learning of Mathematical Modelling courses, Mengda Wu, Dan Wang and Xiaojun Duan -- Part II Research into, or Evaluation of, Teaching and Learning -- Chapter 10 Modelling Competencies-Past Development and Further Perspectives, Gabriele Kaiser and Susanne Brand -- Chapter 11 How to Support Teachers to Give Feedback to Modelling Tasks Effectively? Results from a Teacher-Training-Study in the Co2CA Project, Michael Besser, Werner Blum and Dominik Leiss -- Chapter 12 A Reflection on Mathematical Modelling and Applications as a Field of Research: Theoretical Orientation and Diversity, Vince Geiger and Peter Frejd -- Chapter 13 Problem Solving Methods for Mathematical Modelling, Gilbert Greefrath -- Chapter 14 Improving Mathematical Modelling by Fostering Measurement Sense: An Intervention Study with Pre-service Mathematics Teachers, Maike Hagena -- Chapter 15 How do Students Share and Refine Models through Dual Modelling Teaching: The Case of Students who do not Solve Independently, Takashi Kawakami, Akihiko Saeki and Akio Matsuzaki -- Chapter 16 Exploring Interconnections between Real-World and Application Tasks: Case Study from Singapore, Dawn Ng and Gloria Ann Stillman -- Chapter 17 Mathematical Modelling Tasks and the Mathematical Thinking of Students, Bárbara Nilvada Palharini, Alvim Sousa Robim and Lourdes Maria Werle de Almeida -- Chapter 18 Measurement of Area and Volume in an Authentic Context: An Alternative Learning Experience through Mathematical Modelling, Santiago Manuel Rivera Quiroz , Sandra Milena Londoño Orrego and Carlos Mario Jaramillo López -- Chapter 19 Mathematical Modelling and Culture - An Empirical Study, Jhony Alexander Villa-Ocha and Mario J. Berrío -- Chapter 20 Mathematical Modelling of a Social Problem in Japan: The Income and Expenditure of an Electric Power Company, Noboru Yoshimura -- Part III Pedagogical Issues for Teaching and Learning -- Chapter 21 The Place of Mathematical Modelling in the System of Mathematics Education: Perspective and Prospect , Henry O.Pollak -- Chapter 22 Moving within a Mathematical Modelling Map, Rita Borromeo Ferri -- Chapter 23 Negotiating the Use of Mathematics in a Mathematical Modelling Project, Jussara de Loiola Araújo and Ilaine da Silva Campos -- Chapter 24 Moving Beyond a Single Modelling Activity, Jonas B Ärlebäck and Helen M. Doerr -- Chapter 25 The Possibility of Interdisciplinary Integration through Mathematical Modelling of Optical Phenomena, Jennifer Barboza, Luana Bassani, Luciano Lewandoski, and Lucilaine Abitante -- Chapter 26 Activation of Student Prior Knowledge to Build Linear Models in the Context of Modelling Pre-paid Electricity Consumption, José Luis Bossio Vélez, Sandra Milena Londoño Orrego, and Carlos Mario Jaramillo López -- Chapter 27 Mathematical Modellers’ Opinions on Mathematical Modelling in Upper Secondary Education, Peter Frejd -- Chapter 28 Modelling, Education, and the Epistemic Fallacy, Peter Galbraith -- Chapter 29 Reconsidering the Roles and Characteristics of Models in Mathematics Education, Toshikazu Ikeda and Max Stephens -- Chapter 30 Developing Statistical Numeracy: The Model Must Make Sense, Janeen Lamb and Jana Visnovska -- Chapter 31 Mathematical Modelling and Cognitive Load Theory: Approved or Disapproved? Jacob Perrenet and Bert Zwaneveld -- Chapter 32 Social-Critical Dimension of Mathematical Modelling, Milton Rosa and Daniel Clark Orey -- Chapter 33 Pedagogical Practices of Reflective Mathematical Modelling, Morgana Scheller, Paula Andrea Grawieski Civiero, and Fátima Peres Zago de Oliveira -- Chapter 34 Context Categories in Mathematical Modelling in Fundamentals of Calculus Teaching, Mara Kessler Ustra and Sandro Rogério Vargas Ustra -- Chapter 35 Applied Mathematical Problem Solving - Principles for Designing Small Realistic Problems, Dag Wedelin and Tom Adawi -- Part IV Influences of Technologies -- Chapter 36 Visualisation Tactics for Solving Real World Tasks, Jill Brown -- Chapter 37 Developing Modelling Competencies through the Use of Technology, Ruth Rodríguez Gallegos and Samantha Quiroz Rivera -- Chapter 38 Model Analysis with Digital Technology - a “Hybrid Approach”, Débora da Silva Soares -- Chapter 39 Collective Production with Mathematical Modelling in Digital Culture, Arlindo José de Souza Júnior, João Frederico da Costa Azevedo Meyer, Deive Barbosa Alves, Fernando da Costa Barbosa, Mário Lucio Alexandre, Douglas Carvalho de Menezes and Douglas Marin -- Part V Assessment in Schools and Universities -- Chapter 40 Learners’ Dealing with a Financial Applications-like Problem in a High-stakes School-leaving Mathematics Examination, Cyril Julie -- Chapter 41 Evidence of Reformulation of Situation Models: Modelling Tests before and after a Modelling Class for Lower Secondary School Students, Akio Matsuzaki and Masafumi Kaneko -- Part VI Applicability at Different Levels of Schooling, Vocational Education, and in Tertiary Education -- Chapter 42 Mathematical Modelling in the Teaching of Statistics in Undergraduate Courses, Celso Ribeiro Campos, Denise Helena Lombardo Ferreira, Otávio Roberto Jacobini and Maria Lúcia Lorenzetti Wodewotzki -- Chapter 43 Models and Modelling in an Integrated Physics and Mathematics Course, Angeles Domínguez, Jorge de la Garza, and Genaro Zavala -- Chapter 44 Research-based Modelling Teaching Activities: A case of Mathematical Positioning with GNSS, Xiaojun Duan , Dan Wang, and Mengda Wu -- Chapter 45 Mathematical Texts in a Mathematical Modelling Learning Environment in Primary School, Ana Virginia de Almeida Luna, Elizabeth Goumes Souza and Larissa Borges de Souza Lima -- Chapter 46 A Differential Equations Course for Engineers through Modelling and Technology, Ruth Rodríguez Gallegos -- Chapter 47 Contributions of Mathematical Modelling in Education of Youth and Adults, Jonson Ney Dias da Silva, Taise Sousa Santana and Carlos Henrique Carneiro -- Chapter 48 Pre-service Mathematics Teachers’ Experiences in Modelling Projects from a Socio-critical Modelling Perspective, Mónica E. Villarreal, Cristina B. Esteley and Silvina Smith -- Chapter 49 A Mathematical Modelling Challenge Program for J.H.S. Students in Japan, Akira Yanagimoto, Tetsushi Kawasaki and Noboru Yoshimura -- Part VII Modelling and Applications in the Lived Environment -- Chapter 50 Modelling the Wall: The Mathematics of the Curves on the Wall of Colégio Arquidiocesano in Ouro Preto, Daniel Orey and Milton Rosa -- List of Corresponding Authors -- Refereeing Process -- Index.

Description / Table of Contents: Introduction: Do We Need to Speak About Science?How Are Your Communication Skills? -- Efficient Oral Communication -- Types of Scientific Presentations -- Reflecting on Expository Practice -- Scientific Method and Logical Construction of Discourse -- Composition of Scientific Discourse -- Basic Rules for the Use of Verbal Resources -- The Scientist and His/Her Public -- Some Exercises and Online Resources -- Supporting Materials.

Description / Table of Contents: PART ONE: Lifelong learningChapter One: Lifelong Learning: Meaning and Scope:  Julia Preece -- Chapter Two: Poverty and community engagement: Wapula Raditloaneng.-Chapter  Three: Botswana’s national poverty eradication policy and strategies: Wapula Raditloaneng -- Chapter  Four: Lifelong learning  for entrepreneurship development training: Morgan Chawawa -- PART TWO: The human dimensions of poverty -- Chapter Five:  Entrepreneurship Learning and small business management skills: Morgan Chawawa -- Chapter Six: The human environment and sustainable environmental education: Wapula Raditloaneng -- Chapter Seven: Fighting poverty within the San Community: Morgan Chawawa -- Chapter Eight: Developing San women’s business, governance and management skills in the Arts and Craft Project -- Chapter Nine: Reducing poverty through  inventive entrepreneurship skills -- Chapter Ten: The Kellogg Foundation Guidelines on Community Development --  PART THREE: University community development and engagement -- Chapter Eleven: Selected African universities community engagement work for poverty reduction: Wapula Raditloaneng -- Chapter Twelve: Capacity building for sustainable development in D’kar community: Wapula Raditloaneng and Morgan Chawawa -- Chapter Thirteen: Building partnerships for sustainable community development: Wapula Raditloaneng and Morgan Chawawa -- Chapter Fourteen: Epilogue: Lifelong Learning for development in Botswana and Africa: Wapula Raditloaneng and Morgan Chawawa.

Description / Table of Contents: Part I Languages, identities and human rights 1. Change and maintenance of Plurilingualism in the Russian Federation and the European Union by Janne Saarikivi and Reetta Toivanen2. The Global Extinction of Languages and its Consequences for Cultural Diversity by Suzanne Romaine -- 3. The Death of Languages; the Death of Minority Cultures; the Death of a People’s Dignity by Theodore S. Orlin -- Part II Case Studies on Cultural Change and Minority Language Maintenance: 4. Obstacles and Successes by Reetta Toivanen -- 5. Fallen ill in Political Draughts by Indrek Jääts -- 6. Finnic Minorities of Ingria by Natalia Kuznetsova, Elena Markus and Mehmed Muslimov -- 7. The Challenge of Language by Lennard Sillanpää -- 8. Uneven Steps to Literacy by Florian Siegl and Michael Rießler -- Part III Why some Languages Survive. On Language Laws, Policies and Changing Attitudes -- 9. Explaining Language Loss by Ekaterina Gruzdeva -- 10. Parliamentary Structures and their Impact on Empowering Minority Language Communities by Heiko F. Marten -- 11. Evolution of Language Ideology in Post-Soviet Russia by Konstantin Zamyatin -- 12. The Impact of Language Policy on Language Revitalization by Xabier Arzoz -- A List of Relevant Agreements, Charters, Conventions, Declarations, Legal acts, Protocols, Treaties and Other Official Documents -- A.1 International -- A.2 European and Russian -- A.3 List of Russian Regional Documents -- Index of Languages and People(s) -- Subject index -- Person index -- Place index.

Description / Table of Contents: ForewordAbout the Authors -- Introduction, Paul Gibbs,  Middlesex University, UK -- SECTION ONE -- Transdisciplinary Knowledge Creation, Sue McGregor, Mount Saint Vincent University, Halifax, Nova Scotia -- Changing and sustaining transdisciplinary practice through research partnerships -- Tamara Cumming and Sandie Wong Research Institute for Professional Practice, Learning and Education, Charles Sturt University, Australia -- Transdisciplinary Problems: the Teams addressing them and their support through Team Coaching, Ron Collins, IBM Global Business Services and Annette Fillery-Travis, Middlesex University -- Transdisciplinarity and Nursing Education: Expanding Nursing’s  Professional Identity and Potential, Sarah Wall University of Alberta, Canada -- Interprofessional education and collaborative practice in health and social care: The need for transdisciplinary mindsets, instruments and mechanisms, Andre Vyt, University College Arteveldehogeschool, Ghent University, Belgium -- Transdisciplinarity  Learning in Professional Practice , Raymond Yeung Hong Kong -- SECTION TWO -- Integrating Transdisciplinarity and Translational Concepts and Methods into Graduate Education, Linda Neuhauser, University of California, Berkeley, USA and Christian Pohl, Swiss Academies of Arts and Sciences -- Transdisciplinarity and Educational Knowledge in ‘Work Based Learning’ , Carol Costley, Middlesex University, UK -- What's actually new about transdisciplinarity? Or how scholars from applied studies can benefit from cross-disciplinary learning processes on transdisciplinarity, Marianne Penker and Andreas Muhar, University of Natural Resources and Life Sciences, Vienna, Austria -- SECTION THREE --  Transdisciplinarity as epistemology, ontology or principles of practical judgement, Paul Gibbs Middlesex University, UK -- Transdisciplinarity as Translation, Kate Maguire, Middlesex University, UK -- The emergence of the collective mind, Valerie A. Brown and John A. Harris Fenner School of Environment and Society, Australian National University -- Coda locating the book in time and complexity , Paul Gibbs, Middlesex University.

Description / Table of Contents: Foreword; Fighting Social Inequality for Vulnerable Youth:A European Case; Series Editors Introduction; Contents; Part I: Capability Perspectives on Vulnerable Youth in Europe; Chapter 1: Towards a Capabilities Perspective on Vulnerable Young People in Europe: An Introduction; 1.1 Central Considerations of the Volume; References; Chapter 2: The Capability Approach, Education and the Labour Market; 2.1 Introduction; 2.2 Main Concepts, Their Mutual Relations and the Two Key Dimensions Within the Approach; 2.2.1 Commodities and Their Characteristics; 2.2.2 Functionings; 2.2.3 Capabilities

Description / Table of Contents: 2.3 Discussion2.3.1 Human Capital vs. Human Capability in Relation to Education and the Labour Market; Conclusion; References; Part II: Changes of Welfare Policies and the Role of the Capability Approach; Chapter 3: Multilevel Governance and Capability Approach: What Convergence?; 3.1 Multilevel Policymaking: What Do We Mean by This?; 3.1.1 A European-Born Concept; 3.1.2 A Definition; 3.1.3 Public Policy Dimensions of MLG; 3.2 Multilevel Governance and Capability Analysis: What Compatibility? What Value Added for Vulnerable Youth?

Description / Table of Contents: 3.2.1 Capability Approach and Multilevel Governance: What Is the Problem?3.2.2 Policy Design: Two Logics of Action; 3.2.3 Policy Goals: The Subsidiarity Principle; Conclusion; References; Chapter 4: New Conditions of Professional Work or the Fall of Professions? On Managerialism and Professionalism; 4.1 A Changing Society: From Welfare to Competition; 4.1.1 The Competitive State; 4.1.2 Accumulation and Regulation; 4.1.3 A Dialectical Viewpoint; 4.1.4 Outline of a New Society?; 4.1.5 Education Is a Central Vehicle in the Transition

Description / Table of Contents: 4.2 A Changing Concept of Professionalism: A New Kind of Socialisation of Professionals Leads from Professionalism to Managerialism4.3 Changes in Professionalism; 4.3.1 The Cultural Basis; 4.3.2 The Challenge of Governability; 4.3.3 Where Management Misses the Point?; 4.3.4 Forms of Control; 4.4 Short Concluding Discussion; References; Part III: Capability Perspectives on Institutionalized Education; Chapter 5: Free Choice of Education? Capabilities, Possibility Spaces, and Incapacitations of Education, Labor, and the Way of Living One Values; 5.1 Introduction

Description / Table of Contents: 5.2 Opportunity and Processes of Freedom5.3 External and Individual Capabilities; 5.4 Education to Labor; 5.5 The Danish Case; 5.6 Free Choice and Education?; Conclusion; References; Chapter 6: European Universities and Educational and Occupational Intergenerational Social Mobility; 6.1 Theoretical Contexts; 6.2 Intergenerational Social Mobility: A European Union Survey on Income and Living Conditions (EU-SILC); Conclusions and Directions for Further Research; Annex; References; Part IV: Capabilities, Labour Market and Education in Europe

Description / Table of Contents: Chapter 7: Operationalisation of the Capability Approach

Description / Table of Contents: FOREWORDFighting Social Inequality for Vulnerable Youth - A European Case, Hans-Uwe Otto -- CAPABILITY PERSPECTIVES ON VULNERABLE YOUTH IN EUROPE -- Chapter 1 Towards a Capabilities Perspective on Vulnerable Young People in Europe - An Introduction -- Holger Ziegler, Thierry Berthet, Roland Atzmüller, Jean-Michel Bonvin & Christian C. Kjeldsen -- Chapter 2 The Capability Approach, Education and the Labour Market, Christian Christrup Kjeldsen & Jean-Michel Bonvin -- CHANGES OF WELFARE POLICIES AND THE ROLE OF THE CAPABILITY APPROACH -- Chapter 3 Multilevel governance and capability approach: What convergence? Thierry Berthet -- Chapter 4 New Conditions of Professional Work or Fall of Professions? On Managerialism and Professionalism, Holger Ziegler & Niels Rosendal Jensen -- CAPABILITY PERSPECTIVES ON INSTITUTIONALIZED EDUCATION -- Chapter 5 Free Choice of Education? Capabilities, possibility spaces and incapacitations of education, labor and the way of living one values, Dirk Michel-Schertges -- Chapter 6 European Universities and Educational and Occupational Intergenerational Social Mobility, Marek Kwiek -- CAPABILITIES, LABOUR MARKET AND EDUCATION IN EUROPE -- Chapter 7 Operationalisation of the Capability Approach, Enrica Chiappero-Martinetti, Valerie Egdell, Emma Hollywood & Ronald McQuaid -- Chapter 8 Labour market trajectories and young Europeans’ capabilities to avoid poverty, social exclusion and dependency: a comparative analysis of 23 European countries, Björn Halleröd & Hans Ekbrand -- Chapter 9 Would Active Labour market policies enhance youth capability for work in Europe?  Marion Lambert, Josiane Vero, Björn Halleröd and Hans Ekbrand -- Chapter 10 Critical aspects of the transformation of work and welfare from a Capability perspective, Roland Atzmüller -- CAPABILITIES FOR VOICE, WORK AND EDUCATION -  CRITICAL ANALYSIS OF PROGRAMMES FOR DISADVANTAGED YOUNG PEOPLE IN EUROPE -- Chapter 11 11.1 Introduction to the case studies, Lavinia Bifulco, Valerie Egdell & Ronald McQuaid -- 11.2 Nine case studies from Europe -- 11.2.1 Good for nothing, capable of what? Early school leavers and regional public policies in France, Thierry Berthet, Véronique Simon -- 11.2.2 The Trespassing Project in Naples, Lavinia Bifulco, Raffaele Monteleone, Carlotta Mozzana -- 11.2.3 Vocational Training as an Integration Opportunity? A Swiss Case Study on Struggling Young Adults, Mael Dif-Pradalier, Emilie Rosenstein, Jean-Michel Bonvin -- 11.2.4 Addressing the Issue of Unemployment among Disadvantaged Youth in Scotland: Developing the Capability for Work, Valerie Egdell, Ronald McQuaid, Emma Hollywood -- 11.2.5 Pedagogy Back on Track; Enhancing Capabilities for Young People in Education and Work, Niels Rosendal Jensen, Christian Christrup Kjeldsen -- 11.2.6 The Development of Capabilities of Young People in a public-private programme, Karolina Szandar-Sztanderska, Marianna Zielenska -- 11.2.7 Contributing within the Social Division of Labour. Young People’s Social and Labour-Market Integration through Supra-Company Apprenticeship Training in Austria, Bettina Haidinger, Ruth Kasper -- 11.2.8 Establishing Caseness and working on “realistic perspectives” - A German Case Study on the Transition from School to Work, Jan Düker & Thomas Ley -- 11.2.9 Capabilities for Education, Work and Voice from the Perspective of “the Less Employable” University Graduates, Gunilla Bergström -- 11.3 Capabilities for Education, Work and Voice - A concluding remark, Christian Christrup Kjeldsen & Thomas Ley -- EU YOUTH STRATEGIES FROM A CAPABILITY PERSPECTIVE -- Chapter 12 Employability versus capability - European strategies for Young People, Gabriele Pedrini & Regine Schröer.

Description / Table of Contents: Chapter 1: A Memoir of My Professional Life: What I Can Remember and What I Can Tell. Kenneth A. FeldmanChapter 2: A Model of Critical Thinking in Higher Education. Martin Davies -- Chapter 3: Unbundling the Faculty Role in Higher Education: Utilizing Historical, Theoretical and Empirical Frameworks to Inform Future Research. Sean Gehrke & Adrianna Kezar -- Chapter 4: Interest Groups and State Policy for Higher Education: New Conceptual Understandings and Future Research Directions. Erik C. Ness, David A. Tandberg & Michael K. McLendon -- Chapter 5: Endurance Testing: Histories of Liberal Education in U.S. Higher Education. Katherine E. Chaddock & Anna Janosik Cooke -- 2348 Daniel Is. Dr. Chapter 6: Promoting Effective Teaching and Learning in Higher Education. Rodney A. Clifton, Jeremy M. Hamm & Patti C. Parker -- Chapter 7: Critical Advocacy Perspectives on Organization in Higher Education. Penny A. Pasque & Rozana Carducci -- Chapter 8: Quantile regression: Analyzing changes in distributions instead of means. Stephen R. Porter -- Chapter 9: Academic capitalism and (secondary) academic labor markets: Negotiating a new academy and research agenda. Gary Rhoades & Blanca Torres-Olave -- Chapter 10: Men of Color in Community Colleges: A Synthesis of Empirical Findings. J. Luke Wood, Robert T. Palmer & Frank Harris -- Chapter 11: Industry-Academia Linkages: Lessons from Empirical Studies and Recommendations for Future Inquiry. Pilar Mendoza -- Chapter 12: Serving a Different Master: Assessing College Educational Quality for the Public. Corbin M. Campbell.

Description / Table of Contents: Prologue: Disabled are Able?Introduction: Failure is not an Option -- Part One: Politics -- 1. The Politics of Stairs -- 2. The Politics of Mobility -- 3. The Politics of Models -- 4. The Politics of Labels -- Part Two: Difference -- 5. Why Universities Matter -- 6. Beyond Stigma -- 7. Difference and Judgment -- Part Three: Design -- 8. Intervention through Teacher Education -- 9. Universal Design:  Designing for Life (and Learning) -- Conclusion: Futures -- Prologue: Disabled are Able?.

Description / Table of Contents: Chapter 1 IntroductionChapter 2 The Emerging Picture - A Social-historical Perspective and the Significant Personalities -- Chapter 3 Progressive Ideas and the Idea of the Tapovana -- Chapter 4 Visva-Bharati: The Transnational Centre of Education -- Chapter 5 Extension of the Self and Rural Reconstruction -- Chapter 6 Conclusion: The Home and the World.