Educational Paths to Mathematics

Educational Paths to Mathematics: Which Paths Forward to What Mathematics? Uwe Gellert and Corinne Hahn Part I Cultural Tensions in the Field of Mathematics Education Re-Interpreting Students' Interest in Mathematics: Youth Culture and Subjectivity Paola Valero Connecting Place and Community to Mathematics Instruction in Rural Schools Robert Klein Establishing Mathematics Classroom Culture: Concealing and Revealing the Rules of the Game Christine Knipping, David Reid and Hauke Straehler-Pohl Part II Working with Adults Learning Mathematics in and out of School: A Workplace Education Perspective Gail E. FitzSimons Mathematical Modelling and Bank Loan Systems: An Experience with Adults Returning to School Vera Helena Giusti de Souza, Rosana Nogueira de Lima, Tania Maria Mendonca Campos and Leonardo Gerardini Working with Adults: A Commentary Javier Diez-Palomar Part III Working with Pre-Schoolers 'Number in Cultures' as a Playful Outdoor Activity: Making Space for Critical Mathematics Education in the Early Years Anna Chronaki, Georgia Moutzouri and Kostas Magos Fairness Through Mathematical Problem Solving in Preschool Education Zoi Nikiforidou and Jenny Pange How Do Fair Sharing Tasks Facilitate Young Children's Access to Fractional Concepts? Julie Cwikla and Jennifer Vonk Working with Pre-Schoolers: A Dual Commentary Michaela Kaslova and Sixto Romero Part IV Taking Spaces and Modalities into Account Digital Mathematical Performances: Creating a Liminal Space for Participation Susan Gerofsky Participation in Mathematics Problem-Solving Through Gestures and Narration Luciana Bazzini and Cristina Sabena Considering the Classroom Space: Towards a Multimodal Analysis of the Pedagogical Discourse Eleni Gana, Charoula Stathopoulou and Petros Chaviaris Commentary: Semiotic Game, Semiotic Resources, Liminal Space--A Revolutionary Moment in Mathematics Education! Peter Appelbaum Part V Criticising Public Discourse Numbers on the Front Page: Mathematics in the News Dimitris Chassapis and Eleni Giannakopoulou On the Role of Inconceivable Magnitude Estimation Problems to Improve Critical Thinking Lluis Albarracin and Nuria Gorgorio Criticizing Public Discourse and Mathematics Education: A Commentary Charoula Stathopoulou Part VI Organising Dialogue and Enquiry Facilitating Deliberate Dialogue in Mathematics Classroom Ana Serrado, Yuly Vanegas and Joaquim Gimenez Inquiry-Based Mathematics Teaching: The Case of Celia Luis Menezes, Helia Oliveira and Ana Paula Canavarro Using Drama Techniques for Facilitating Democratic Access to Mathematical Ideas for All Learners Panayota Kotarinou and Charoula Stathopoulou Organising Dialogue and Enquiry: A Commentary Lambrecht Spijkerboer and Leonor Santos Part VII Providing Information Technology Educational Laptop Computers Integrated into Mathematics Classrooms Maria Elisabette Brisola Brito Prado and Nielce Meneguelo Lobo da Costa Technology and Education: Frameworks to Think Mathematics Education in the 21st Century Gilles Aldon Technology in the Teaching and Learning of Mathematics in the 21st Century: What Aspects Must Be Considered? A Commentary Fernando Hitt Part VIII Transcending Boundaries Family Math: Doing Mathematics to Increase the Democratic Participation in the Learning Process Javier Diez-Palomar Service-Learning as Teacher Education Peter Appelbaum The Learning and Teaching of Mathematics as an Emergent Property Through Interacting Systems and Interchanging Roles: A Commentary Fragiskos Kalavasis and Corneille Kazadi Themes and Places of the CIEAEM Conferences Presidents of the Commission Internationale pour l'Etude et l'Amelioration de l'Enseignement des Mathematiques Index