| Preface | p. 1 |
| Eclectic approaches to elementarization: Cases of curriculum construction in the United States | p. 15 |
| Didactical engineering as a framework for the conception of teaching products | p. 27 |
| Mathematical curricula and the underlying goals | p. 41 |
| Reflections on mathematical concepts as starting points for didactical thinking | p. 61 |
| Beyond subject matter: A psychological topology of teachers' professional knowledge | p. 73 |
| Dialogue between theory and practice in mathematics education | p. 89 |
| On the application of science to teaching and teacher education | p. 103 |
| Theoretical and empirical approaches to classroom interaction | p. 121 |
| Theoretical perspectives on interaction in the mathematics classroom | p. 133 |
| Working in small groups: A learning situation? | p. 147 |
| Mathematics classroom language: Form, function and force | p. 159 |
| The role of programming: Towards experimental mathematics | p. 177 |
| Computer environments for the learning of mathematics | p. 189 |
| The role of cognitive tools in mathematics education | p. 201 |
| Intelligent tutorial systems | p. 213 |
| The interaction between the formal, the algorithmic, and the intuitive components in a mathematical activity | p. 231 |
| From Piaget's constructivism to semantic network theory: Applications to mathematics education - A microanalysis | p. 247 |
| The Sociohistorical School and the acquisition of mathematics | p. 263 |
| Action-theoretic and phenomenological approaches to research in mathematics education: Studies of continually developing experts | p. 277 |
| Mathematically retarded and gifted students | p. 291 |
| Should girls and boys be taught differently? | p. 303 |
| From "mathematics for some" to "mathematics for all" | p. 315 |
| The philosophy of mathematics and the didactics of mathematics | p. 335 |
| The human subject in mathematics education and in the history of mathematics | p. 351 |
| Mathematics in society | p. 367 |
| The representational roles of technology in connecting mathematics with authentic experience | p. 379 |
| Comparative international research in mathematics education | p. 403 |
| Cultural influences on mathematics teaching: The ambiguous role of applications in nineteenth-century Germany | p. 415 |
| Mathematics and ideology | p. 431 |
| Cultural framing of mathematics teaching and learning | p. 443 |
| List of Authors | p. 457 |
| Subject Index | p. 461 |
| Table of Contents provided by Blackwell. All Rights Reserved. |