Theme Group 4: Theory, Research and Practice in Mathematical Education
Theory, research, and practice belong together, but the separation of professional roles of teacher and researcher produces a tendency to separate development. The discussion focussed on those ways in which research activity, whether performed by professional researchers or not, interacts with teachers’ approaches and practices.
KeywordsDeductive System Spatial Awareness Mathematic Convener Transformation Geometry Mathematical Attainment
Unable to display preview. Download preview PDF.
- Bell, A.W., Costello, J., and Kuchemann, D.E. (1983). A review of research in mathematical education. Part A. Research on learning and teaching. Windsor, UK: NFER-Nelson.Google Scholar
- Driscoll, M. (1982). Research within reach: Secondary school mathematics. Reston. National Council of Teachers of Mathematics.Google Scholar
- Driscoll, M. (1983) Research within reach: Elementary school mathematics. Reston. National Council of Teachers of Mathematics.Google Scholar
- Ginsburg, H. (Ed.), (1983) Development of Mathematical Thinking. New York. Academic Press.Google Scholar
- Hart, K. (Ed.) (1981). Children’s understanding of mathematics: 11–16. London: Murray.Google Scholar
- Jones, G. et al, (1984). Research in Mathematics Education in Australia, Brisbane, MERGA.Google Scholar
- Lesh, R. and Landau, M. (Eds.) (1983). The acquisition of mathematics concepts and processes. New York: Academic Press.Google Scholar
- Silver, E.A. (Ed.) (in press). Teaching and learning mathematical problem solving: Multiple research pers.s> Philadelphia: Franklin Institute Press.Google Scholar