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  • Book
  • Open Access
  • © 2016

Transitions in Mathematics Education

Authors:

  1. Ghislaine Gueudet

    1. CREAD, ESPE Bretagne UBO, Rennes, France

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  2. Marianna Bosch

    1. IQS School of Management, Universitat Ramon Llull, Barcelona, Spain

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  3. Andrea A. diSessa

    1. Graduate School of Education, University of California, Berkeley, USA

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  4. Oh Nam Kwon

    1. Seoul National University, Seoul, Korea (Republic of)

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  5. Lieven Verschaffel

    1. Van den Heuvel Instituut -Room nr. 05.71, Katholieke Universiteit Leuven, Leuven, Belgium

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  • Discusses processes of change and transition across different areas and levels of mathematics education

  • Provides an overview of the state of research on transitions from both individual and institutional perspective

  • Describes directions for future research on transitions in mathematics education

  • Includes supplementary material: sn.pub/extras

Part of the book series: ICME-13 Topical Surveys (ICME13TS)

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Softcover Book USD 19.99
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Table of contents (1 chapter)

  1. Front Matter

    Pages i-x
    PDF

  2. Survey on the State of the Art

    • Ghislaine Gueudet
    Pages 1-34Open Access
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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. 

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Keywords

  • Conceptual Change
  • Discontinuity
  • Ethnomathematics
  • Expert Knowledge
  • Institutions
  • Out-of-School Mathematics
  • Mathematical Knowledge for Teaching
  • Knowledge in Pieces
  • learning and instruction
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Authors and Affiliations

  • CREAD, ESPE Bretagne UBO, Rennes, France

    Ghislaine Gueudet

  • IQS School of Management, Universitat Ramon Llull, Barcelona, Spain

    Marianna Bosch

  • Graduate School of Education, University of California, Berkeley, USA

    Andrea A. diSessa

  • Seoul National University, Seoul, Korea (Republic of)

    Oh Nam Kwon

  • Van den Heuvel Instituut -Room nr. 05.71, Katholieke Universiteit Leuven, Leuven, Belgium

    Lieven Verschaffel

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Bibliographic Information

  • Book Title: Transitions in Mathematics Education

  • Authors: Ghislaine Gueudet, Marianna Bosch, Andrea A. diSessa, Oh Nam Kwon, Lieven Verschaffel

  • Series Title: ICME-13 Topical Surveys

  • DOI: https://doi.org/10.1007/978-3-319-31622-2

  • Publisher: Springer Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s) 2016

  • License: CC BY-NC

  • Softcover ISBN: 978-3-319-31621-5Published: 21 July 2016

  • eBook ISBN: 978-3-319-31622-2Published: 07 July 2016

  • Series ISSN: 2366-5947

  • Series E-ISSN: 2366-5955

  • Edition Number: 1

  • Number of Pages: X, 34

  • Number of Illustrations: 2 b/w illustrations

  • Topics: Mathematics Education, Teaching and Teacher Education, Instructional Psychology

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Softcover Book USD 19.99
Price excludes VAT (USA)
Learn about institutional subscriptions