Investigating the Teaching and Learning of Mathematics

  • Helen Chick
Part of the Bold Visions in Educational Research book series (BVER)


A reader from outside mathematics education research may be surprised at the diversity within the chapters in this section. There is a long tradition of educational research into the teaching and learning of mathematics, beginning with cognitive issues associated with mathematical content and its impact on the learning of different topics, and moving towards a consideration of broader issues in an effort to understand better the myriad factors that influence what takes place in mathematics learning environments.


Mathematics Education Educational Research Mathematics Education Research Mental Computation Mathematics Anxiety 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. Gibson, J. J. (1977). The theory of affordances. In R. Shaw & J. Bransford (Eds.), Perceiving, acting and knowing: Toward an ecological psychology (pp. 67–82). Hillsdale, NJ: Lawrence Erlbaum.Google Scholar
  2. Greer, B. (2001). Understanding probabilistic thinking: The legacy of Efraim Fischbein. Educational Studies in Mathematics, 45, 15–33.CrossRefGoogle Scholar
  3. Kahneman, D., & Tversky, A. (1982). Subjective probability: A judgement of representativeness. In D. Kahneman, P. Slovic, & A. Tversky (Eds.), Judgement under uncertainty: Heuristics and biases (pp. 32–47). New York: Cambridge University Press.CrossRefGoogle Scholar
  4. Kilpatrick, J. (1992). A history of research in mathematics education. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 3–38). New York: Macmillan.Google Scholar
  5. Konold, C., & Pollatsek, A. (2002). Data analysis as the search for signals in noisy processes. Journal for Research in Mathematics Education, 33, 259–289.CrossRefGoogle Scholar
  6. Konold, C., & Miller, C. D. (2005). TinkerPlots: Dynamic data exploration. [Computer software] Emeryville, CA: Key Curriculum Press.Google Scholar
  7. Lampert, M. (2001). Teaching problems and the problems of teaching. New Haven, CT: Yale University Press.Google Scholar
  8. Leder, G., & Forgasz, H. (2006). Affect and mathematics education. In A. Gutiérrez & P. Boero (Eds.), Handbook of research on the psychology of mathematics education. Past, present and future (pp. 403–427). Rotterdam, The Netherlands: Sense.Google Scholar
  9. Lomas, G., Grootenboer, P., & Attard, C. (2012). The affective domain and mathematics education. In B. Perry, T. Lowrie, T. Logan, A. MacDonald, & J. Greenlees (Eds.), Research in mathematics education in Australasia 2008–2011 (pp. 23–37). Rotterdam, The Netherlands: Sense.Google Scholar
  10. Mason, J., & Johnston-Wilder, S. (Eds.). (2004). Fundamental constructs in mathematics education. London: RoutledgeFalmer.Google Scholar
  11. McIntosh, A., & Dole, S. (2005). Mental computation: A strategies approach (Modules 1–6). Hobart, TAS: Department of Education, Tasmania.Google Scholar
  12. Perry, P., Lowrie, T., Logan, T., MacDonald, A., & Greenlees, J. (2012). Introduction. In B. Perry, T. Lowrie, T. Logan, A. MacDonald, & J. Greenlees (Eds.), Research in mathematics education in Australasia 2008–2011 (pp. 1–11). Rotterdam, The Netherlands: Sense.Google Scholar
  13. Reys, R. E. (1984). Mental computation and estimation: Past, present and future. Elementary School Journal, 84, 546–557.CrossRefGoogle Scholar
  14. Rothman, S. (2003, April). The changing influence of socioeconomic status on student achievement: Recent evidence from Australia. Paper presented at the annual meeting of the American Education Research Association, Chicago.Google Scholar
  15. Silver, E. A., & Herbst, P. G. (2007). Theory in mathematics education scholarship. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 39–67). Charlotte, NC: Information Age.Google Scholar
  16. Stacey, K., Helme, S., Archer, S., & Condon, C. (2001). The effect of epistemic fidelity and accessibility on teaching with physical materials: A comparison of two models for teaching decimal numeration. Educational Studies in Mathematics, 47(2), 199–221.CrossRefGoogle Scholar
  17. Sui-Chu, E. H., & Willms, J. D. (1996). Effects of parental involvement on eighth-grade achievement. Sociology of Education, 69(2), 126–141.CrossRefGoogle Scholar
  18. Thomson, S., & Buckley, S. (2007). Informing mathematics pedagogy: TIMSS 2007 Australia and the world. Camberwell, Victoria: Australian Council for Educational Research.Google Scholar
  19. Thomson, S., de Bortoli, L., Nicholas, M., Hillman, K., & Buckley, S. (2011). Challenges for Australian education: Results from PISA 2009. Camberwell, VIC: Australian Council for Educational Research.Google Scholar
  20. van den Heuvel-Panhuizen, M. (2000). Mathematics education in the Netherlands: A guided tour. Freudenthal Institute CD-ROM for ICME9. Utrecht, The Netherlands: Utrecht University.Google Scholar
  21. Watson, J. M., & Fitzallen, N. E. (2010). Development of graph understanding in the mathematics curriculum. Report for the NSW Department of Education and Training, Sydney: NSW Department of Education and Training. Retrieved from
  22. Watson, J., Kelly, B., Callingham, R., & Shaughnessy, J. (2003). The measurement of school students’ understanding of statistical variation. International Journal of Mathematics Education in Science and Technology, 34, 1–29.CrossRefGoogle Scholar
  23. Wiliam, D., & Lester, F. K. (2008). On the purpose of mathematics education research: Making productive contributions to policy and practice. In L. English (Ed.), Handbook of international research in mathematics education (2nd ed.) (pp. 32–48). New York: Routledge.Google Scholar

Copyright information

© Sense Publishers 2014

Authors and Affiliations

  • Helen Chick

There are no affiliations available

Personalised recommendations