Table of contents

  1. Front Matter
    Pages i-x
  2. Ghislaine Gueudet
    Pages 1-34 Open Access

About this book


This book examines the kinds of transitions that have been studied in mathematics education research. It defines transition as a process of change, and describes learning in an educational context as a transition process. The book focuses on research in the area of mathematics education, and starts out with a literature review, describing the epistemological, cognitive, institutional and sociocultural perspectives on transition. It then looks at the research questions posed in the studies and their link with transition, and examines the theoretical approaches and methods used. It explores whether the research conducted has led to the identification of continuous processes, successive steps, or discontinuities. It answers the question of whether there are difficulties attached to the discontinuities identified, and if so, whether the research proposes means to reduce the gap – to create a transition. The book concludes with directions for future research on transitions in mathematics education.


Conceptual Change Discontinuity Ethnomathematics Expert Knowledge Institutions Out-of-School Mathematics Mathematical Knowledge for Teaching Knowledge in Pieces

Authors and affiliations

  • Ghislaine Gueudet
    • 1
  • Marianna Bosch
    • 2
  • Andrea A. diSessa
    • 3
  • Oh Nam Kwon
    • 4
  • Lieven Verschaffel
    • 5
  1. 1.CREAD, ESPE Bretagne UBORennesFrance
  2. 2.IQS School of ManagementUniversitat Ramon LlullBarcelonaSpain
  3. 3.Graduate School of EducationUniversity of CaliforniaBerkeleyUSA
  4. 4.Seoul National UniversitySeoulKorea (Republic of)
  5. 5.Van den Heuvel Instituut -Room nr. 05.71Katholieke Universiteit LeuvenLeuvenBelgium

Bibliographic information

  • DOI
  • Copyright Information The Editor(s) (if applicable) and The Author(s) 2016
  • License CC BY-NC
  • Publisher Name Springer, Cham
  • eBook Packages Education Education (R0)
  • Print ISBN 978-3-319-31621-5
  • Online ISBN 978-3-319-31622-2
  • Series Print ISSN 2366-5947
  • Series Online ISSN 2366-5955
  • Buy this book on publisher's site