Second Handbook of Research on Mathematics Teaching and Learning

Preface; Acknowledgements; Part I: Foundations; Putting Philosophy to Work: Coping With Multiple Theoretical Perspectives, Paul Cobb, Vanderbilt University; Theory in Mathematics Education Scholarship, Edward A. Silver & Patricio G. Herbst, University of Michigan; Method, Alan H. Schoenfeld, University of California, Berkeley; Part II: Teachers and Teaching; Assessing Teachers' Mathematical Knowledge: What Knowledge Matters and What Evidence Counts? Heather C. Hill, Laurie Sleep, Jennifer M. Lewis, & Deborah Loewenberg Ball, University of Michigan; The Mathematical Education and Development of Teachers, Judith T. Sowder, San Diego State University; Understanding Teaching and Classroom Practice in Mathematics, Megan Loef Franke, University of California, Los Angeles, Elham Kazemi, University of Washington, Daniel Battey, Arizona State University; Mathematics Teachers' Beliefs and Affect, Randolph A. Philipp, San Diego State University; Part III: Infl uences on Student Outcomes; How Curriculum Infl uences Student Learning, Mary Kay Stein, University of Pittsburgh, Janine Remillard, University of Pennsylvania, and Margaret Smith, University of Pittsburgh; The Effects of Classroom Mathematics Teaching on Students' Learning, James S. Hiebert, University of Delaware and Douglas A. Grouws, University of Missouri; Culture, Race, Power, and Mathematics Education, Diversity in Mathematics Education Center for Learning and Teaching; The Role of Culture in Teaching and Learning Mathematics, Norma G. Presmeg, Illinois State University; Part IV: Students and Learning; Early Childhood Mathematics Learning, Douglas H., Clements & Julie Sarama, University at Buffalo, State University of New York; Whole Number Concepts and Operations, Lieven Verschaffel, University of Leuven, Brian Greer, Portland State University and Erik DeCorte, University of Leuven; Rational Numbers and Proportional Reasoning: Toward a Theoretical Framework for Research, Susan J. Lamon, Marquette University; Early Algebra, David W. Carraher, TERC and Analucia D. Schliemann, Tufts University; Learning and Teaching of Algebra at the Middle School through College Levels: Building Meaning for Symbols and Their Manipulation, Carolyn Kieran, Universite du Quebec a Montreal; Problem Solving and Modeling, Richard Lesh, Indiana University and Judith Zawejewski, Illinois Institute of Technology; Toward Comprehensive Perspectives on the Learning and Teaching of Proof, Guershon Harel, University of California, San Diego and Larry Sowder, San Diego State University; The Development of Geometric and Spatial Thinking, Michael T. Battista, Michigan State University; Research in Probability: Responding to Classroom Realities, Graham A. Jones, Griffi th University, Gold Coast Campus, Cynthia W. Langrall, and Edward S. Mooney, Illinois State University; Research on Statistics Learning and Reasoning, J. Michael Shaughnessy, Portland State University; Mathematics Thinking and Learning at Post-secondary Level, Michele Artigue, Universite Paris 7, Carmen Batanero, Universidad de Granada, and Phillip Kent, University of London; Part V: Assessment; Keeping Learning on Track: Classroom Assessment and the Regulation of Learning, Dylan Wiliam, Educational Testing Service; High Stakes Testing in Mathematics, Linda Dager Wilson; Large-scale Assessment of Mathematics Education, Jan DeLange, Freudenthal Institute; Part VI: Issues and Perspectives; Issues in Access and Equity in Mathematics Education, Alan J. Bishop and Helen J. Forgasz, Monash University; Research on Technology in Mathematics Education: The Perspective of Constructs, Rose Mary Zbiek, M. Kathleen Heid, and Glendon Blume, Pennsylvania State University and Thomas P. Dick, Oregon State University; Engineering Change in Mathematics Education: Research, Policy, and Practice, William F. Tate, Washington University in St. Louis and Celia Rousseau, University of Memphis; Educational Policy Research and Mathematics Education, Joan Ferrini-Mundy & Robert Floden, Michigan State University; Mathematics Content Specifi cation in the Age of Assessment, Norman L. Webb, University of Wisconsin, Madison; Reflections on the State and Trends in Research on Mathematics Teaching and Learning: From Here to Utopia, Mogens Niss, Roskilde University; About the Contributors; Name Index; Subject Index.