Introduction

Abstract

In the first BACOMET volume different perspectives on issues concerning teacher education in mathematics were presented (B. Christiansen, A.G. Howson and M. Otte, Perspectives on Mathematics Education, Reidel, Dordrecht, 1986). Underlying all of them was the fundamental problem area of the relationships between mathematical knowledge and the teaching and learning processes. The subsequent project BACOMET 2, whose outcomes are presented in this book, continued this work, especially by focusing on the genesis of mathematical knowledge in the classroom. The book developed over the period 1985–9 through several meetings, much discussion and considerable writing and redrafting.