The First Sourcebook on Asian Research in Mathematics Education, 2 Volumes
China, Korea, Singapore, Japan, Malaysia and India
Published on 30. July 2015
Book
Hardback
1798 pages
978-1-68123-278-2 (ISBN)
Description
Mathematics and Science education have both grown in fertile directions in different geographic regions. Yet, the mainstream discourse in international handbooks does not lend voice to developments in cognition, curriculum, teacher development, assessment, policy and implementation of mathematics and science in many countries. Paradoxically, in spite of advances in information technology and the "flat earth" syndrome, old distinctions and biases between different groups of researcher's persist. In addition limited accessibility to conferences and journals also contribute to this problem.
The International Sourcebooks in Mathematics and Science Education focus on under-represented regions of the world and provides a platform for researchers to showcase their research and development in areas within mathematics and science education.
The First Sourcebook on Asian Research in Mathematics Education: China, Korea, Singapore, Japan, Malaysia and India provides the first synthesized treatment of mathematics education that has both developed and is now prominently emerging in the Asian and South Asian world. The book is organized in sections coordinated by leaders in mathematics education in these countries and editorial teams for each country affiliated with them. The purpose of unique sourcebook is to both consolidate and survey the established body of research in these countries with findings that have influenced ongoing research agendas and informed practices in Europe, North America (and other countries) in addition to serving as a platform to showcase existing research that has shaped teacher education, curricula and policy in these Asian countries. The book will serve as a standard reference for mathematics education researchers, policy makers, practitioners and students both in and outside Asia, and complement the Nordic and NCTM perspectives.
The International Sourcebooks in Mathematics and Science Education focus on under-represented regions of the world and provides a platform for researchers to showcase their research and development in areas within mathematics and science education.
The First Sourcebook on Asian Research in Mathematics Education: China, Korea, Singapore, Japan, Malaysia and India provides the first synthesized treatment of mathematics education that has both developed and is now prominently emerging in the Asian and South Asian world. The book is organized in sections coordinated by leaders in mathematics education in these countries and editorial teams for each country affiliated with them. The purpose of unique sourcebook is to both consolidate and survey the established body of research in these countries with findings that have influenced ongoing research agendas and informed practices in Europe, North America (and other countries) in addition to serving as a platform to showcase existing research that has shaped teacher education, curricula and policy in these Asian countries. The book will serve as a standard reference for mathematics education researchers, policy makers, practitioners and students both in and outside Asia, and complement the Nordic and NCTM perspectives.
More details
Series
Language
English
Place of publication
Charlotte
United States
Publishing group
Emerald Publishing Inc
Target group
Professional and scholarly
Dimensions
Height: 229 mm
Width: 152 mm
ISBN-13
978-1-68123-278-2 (9781681232782)
Copyright in bibliographic data is held by Nielsen Book Services Limited or its licensors: all rights reserved.
Schweitzer Classification
Content
Volume I. China.
Chapter 1. Characterizing Mathematics Education in China: A Perspective on Improving Student Learning, Jinfa Cai and Stephen Hwang.
Part I. Culture, Tradition, And History.
Chapter 2. "Zhi Y? Xing Nan (knowing Is Easy And Doing Is Difficult), Or Vice Versa?" A Chinese Mathematician's Observation On History And Pedagogy Of Mathematics (hpm) Activities, Man-keung Siu.
Chapter 3. The Application of the History of Mathematics in Mathematics Education in China, Zezhong Yang and Jian Wang.
Chapter 4. Cultural Roots, Traditions, and Characteristics of Contemporary Mathematics Education in China, Xuhui Li, Shiqi Li, and Dianzhou Zhang.
Part II. Assessment and Evaluation
Chapter 5. Factors Affecting Mathematical Literacy Performance of 15-Year-Old Students in Macao: The PISA Perspective, Kwok-Cheung Cheung.
Chapter 6. Effect of Parental Involvement and Investment on Mathematics Learning: What Hong Kong Learned From PISA, Esther Sui Chu Ho.
Chapter 7. Has Curriculum Reform Made a Difference in the Classroom? An Evaluation of the New Mathematics Curriculum in Mainland China, Yujing Ni, Qiong Li, Jinfa Cai, Kit-Tai Hau.
Part III. Curriculum
Chapter 8. The Evolution of Chinese Mathematics Textbooks for Primary and Secondary Schools in the 20th Century, Shi-hu Lv, Ting Chen, Aihui Peng, and Shangzhi Wang.
Chapter 9. Mathematics Curriculum and Teaching Materials in China from 1950-2000, Jianyue Zhang, Wei Sun, and Arthur B. Powell.
Chapter 10. Chinese Mathematics Curriculum Reform in the 21st Century: 2000-2010, Jian Liu, Lidong Wang, Ye Sun, and Yiming Cao.
Chapter 11. Basic Education Mathematics Curriculum Reform in the Greater Chinese Region-Trends and Lessons Learned, Chi-Chung Lam, Ngai-Ying Wong, Rui Ding, Siu Pang Titus Li, Yun-Peng Ma.
Chapter 12. Early Algebra in Chinese Elementary Mathematics Textbooks: The Case of Inverse Relations, Meixia Ding.
Chapter 13. Characterizing Chinese Mathematics Curriculum: A Cross-National Comparative Perspective, Larry E. Suter and Jinfa Cai.
Part IV. Mathematical Cognition
Chapter 14. Promoting Young Children's Mathematical Thinking: Operational Math in Preschool, Zi-Juan Cheng.
Chapter 15. Development of Mathematical Cognition in Preschool Children, Qingfen Hu and Jing Zhang.
Chapter 16. Contemporary Chinese Investigations of Cognitive Aspects of Mathematics Learning, Ping Yu, Wenhua Yu, and Yingfang Fu.
Chapter 17. Mathematical Processing and the Mathematical Brain in China, Xinlin Zhou, Wei Wei, Chuansheng Chen, and Qi Dong.
Chapter 18. Chinese Children's Understanding of the Fraction Concept, Ziqiang Xin and Chunhui Liu.
Chapter 19. The Teaching and Learning of Number Sense in Taiwan, Der-Ching Yang.
Part V. Teaching And Teacher Education
Chapter 20. Comparing U.S. and Chinese Teachers' Multidigit Division Knowledge, Shuhua An, Zhonghe Wu, and Song A. An.
Chapter 21. Chinese Elementary Teachers' Mathematics Knowledge for Teaching: Roles of Subject Related Training, Mathematics Teaching Experience, and Current Curriculum Study in Shaping its Quality, Jian Wang.
Chapter 22. Reviving Teacher Learning: Chinese Mathematics Teacher Professional Development in the Context of Educational Reform, Lynn W. Paine, Yanping Fang, and Heng Jiang.
Chapter 23. Problem Solving in Chinese Mathematics Education: Research and Practice, Jinfa Cai, Bikai Nie, and Lijun Ye.
Chapter 24. Developing a Coding System for Video Analysis of Classroom Interaction, Yiming Cao, Chen He, and Liping Ding.
Chapter 25. Mathematical Discourse in Chinese Classrooms: An Insider's Perspective, Ida Ah Chee Mok, Xinrong Yang, and Yan Zhu.
Chapter 26. The Status Quo and Prospects for Research on Mathematics Education for Ethnic Minorities in China, Hengjun Tang, Aihui Peng, Bifen Chen, Bo Yu, Yanping Huang, and Naiqing Song.
Chapter 27. Why Always Greener on the Other Side? The Complexity of Chinese and U.S. Mathematics Education, Thomas E. Ricks.
Part VI. Technology
Chapter 28. SSP-A Chinese Software Application for the Teaching and Learning of Mathematics: Theoretical and Practical Perspectives, Chunlian Jiang, Jingzhong Zhang, and Xicheng Peng.
Chapter 29. E-Learning in Mathematics Education, Siu Cheung Kong.
Korea
Chapter 30. Korean Research in Mathematics Education, Kyeong-Hwa Lee, Jennifer M. Suh, Rae Young Kim, and Bharath Sriraman.
Chapter 31. A Review of Philosophical Studies on Mathematics Education, Jin Young Nam.
Chapter 32. Mathematics Curriculum, Kyungmee Park.
Chapter 33. Mathematics Textbooks, Jeong Suk Pang.
Chapter 34. Using the History of Mathematics to Teach and Learn Mathematics, Hye Won Chang.
Chapter 35. Perspectives on Reasoning Instruction in the Mathematics Education, Bo Mi Shin.
Chapter 36. Mathematical Modeling, Yeong Ok Chong.
Chapter 37. Gender and Mathematics, Eun Jung Lee.
Chapter 38. Mathematics Assessment, Gwi Soo Na.
Chapter 39. Examining Key Issues in Research on Teacher Education, Gooyeon Kim.
Chapter 40. Trends in the Research of Teachers' Beliefs About Mathematics Education, Dong-Hwan Lee.
Volume II. Singapore
Chapter 41. Research in Singapore Mathematics Education: An Introduction, Lionel Mendoza, Swee Fong Ng, and Lianghuo Fan.
Chapter 42. Mathematical Problem Solving Research Involving Students in Singapore Mathematics Classrooms (2001 to 2011): What's Done and What More Can Be Done, Chan Chun Ming Eric.
Chapter 43. Research on Singapore Mathematics Curriculum and Textbooks: Searching for Reasons behind Students' Outstanding Performance, Yan Zhu and Lianghuo Fan.
Chapter 44. Teachers' Assessment Literacy and Student Learning in Singapore Mathematics Classrooms, Kim Hong Koh.
Chapter 45. A Theoretical Framework for Understanding the Different Attention Resource Demands of Letter-Symbolic Versus Model Method, Swee Fong NG.
Chapter 46. A Multidimensional Approach to Understanding in Mathematics among Grade 8 Students in Singapore, Boey Kok Leong, Shaljan Areepattamannil, and Berinderjeet Kaur.
Malaysia
Chapter 47. Introduction to Malaysian Chapters, Lim Chap Sam, Kor Liew Kee, Chew Cheng Meng, and Bharath Sriraman.
Chapter 48. Mathematics Education Research in Malaysia: An Overview, Chap Sam Lim, Parmjit Singh, Liew Kee Kor, and Cheng Meng Chew.
Chapter 49. Research Studies in the Learning and Understanding of Mathematics: A Malaysian Context, Parmjit Singh and Teoh Sian Hoon.
Chapter 50. Numeracy Studies in Malaysia, Munirah Ghazali and Abdul Razak Othman.
Chapter 51. Malaysian Research in Geometry, Cheng Meng Chew.
Chapter 52. Research in Mathematical Thinking in Malaysia: Some Issues and Suggestions, Shafia Abdul Rahman.
Chapter 53. Studies About Values in Mathematics Teaching and Learning in Malaysia, Sharifah Norul Akmar Syed Zamri and Mohd Uzi Dollah.
Chapter 54. Transformation of School Mathematics Assessment, Tee Yong Hwa, Chap Sam Lim, and Ngee Kiong Lau.
Chapter 55. Mathematics Incorporating Graphics Calculator Technology in Malaysia, Liew Kee Kor.
Chapter 56. Mathematics Teacher Professional Development in Malaysia, Chin Mon Chiew, Chap Sam Lim, and Ui Hock Cheah.
Japan
Chapter 57. Mathematics Education Research in Japan: An Introduction, Yoshinori Shimizu.
Chapter 58. A Historical Perspective on Mathematics Education Research in Japan, Naomichi Makinae.
Chapter 59. The Development of Mathematics Education as a Research Field in Japan, Yasuhiro Sekiguchi.
Chapter 60. Research on Proportional Reasoning in Japanese Context, Keiko Hino.
Chapter 61. Japanese Students' Understanding of School Algebra: Algebra, Literal Symbols, and Quasi-Variables, Toshiakira Fujii.
Chapter 62. Proving as an Explorative Activity in Mathematics Education: New Trends in Japanese Research Into Proof, Mikio Miyazaki and Taro Fujita.
Chapter 63. Developments in Research on Mathematical Problem Solving in Japan, Kazuhiko Nunokawa.
Chapter 64. Teaching and Learning Mathematics With Information and Communication Technology in Japan: The Case of Geometric Constructor, Yasuyuki Iijima.
Chapter 65. Inner Teacher: The Role of Metacognition and Its Implication to Improving Classroom Practice, Keiichi Shigematsu.
Chapter 66. Cross-Cultural Studies of Mathematics Classroom Practices, Yoshinori Shimizu.
Chapter 67. Systematic Support of Life-Long Professional Development for Teachers through Lesson Study, Akihiko Takahashi.
India
Chapter 68. Introduction to the India Section, K. Subramaniam.
Chapter 69. Evolving Concerns Around Mathematics as a School Discipline: Curricular Vision, Educational Policy and the National Curriculum Framework (2005), Farida Abdulla Khan.
Chapter 70. The School Mathematics Project: An Account of a Mathematics Curriculum Development Project, Amitabha Mukherjee and Vijaya S. Varma.
Chapter 71. Intervening for Number Sense in Primary Mathematics, Usha Menon.
Chapter 72. Some Ethical Concerns in Designing the Upper Primary Mathematics Curriculum: A Report From the Field, Jayasree Subramanian, Mohammed Umar, and Sunil Verma.
Chapter 73. Students' Understanding of Algebra and Curriculum Reform, Rakhi Banerjee.
Chapter 74. Professional Development Workshops for In-Service Mathematics Teachers in India, Ruchi S. Kumar, K. Subramaniam, and Shweta Naik.
Chapter 75. Insights Into Students' Errors Based on Data From Large Scale Assessments, Aaloka Kanhere, Anupriya Gupta & Maulik Shah.
Chapter 76. Assessment of Mathematical Learning-Issues and Challenges, Shailesh Shirali.
Chapter 77. Opportunities for Using Technology in Mathematics Classrooms, Jonaki Ghosh.
Chapter 78. Mathematics Education in Precolonial and Colonial South India, D. Senthil Babu.
Chapter 79. Representations of Numbers and the Indian Mathematical Tradition of Combinatorial Problems, Raja Sridharan and K. Subramaniam.
Chapter 1. Characterizing Mathematics Education in China: A Perspective on Improving Student Learning, Jinfa Cai and Stephen Hwang.
Part I. Culture, Tradition, And History.
Chapter 2. "Zhi Y? Xing Nan (knowing Is Easy And Doing Is Difficult), Or Vice Versa?" A Chinese Mathematician's Observation On History And Pedagogy Of Mathematics (hpm) Activities, Man-keung Siu.
Chapter 3. The Application of the History of Mathematics in Mathematics Education in China, Zezhong Yang and Jian Wang.
Chapter 4. Cultural Roots, Traditions, and Characteristics of Contemporary Mathematics Education in China, Xuhui Li, Shiqi Li, and Dianzhou Zhang.
Part II. Assessment and Evaluation
Chapter 5. Factors Affecting Mathematical Literacy Performance of 15-Year-Old Students in Macao: The PISA Perspective, Kwok-Cheung Cheung.
Chapter 6. Effect of Parental Involvement and Investment on Mathematics Learning: What Hong Kong Learned From PISA, Esther Sui Chu Ho.
Chapter 7. Has Curriculum Reform Made a Difference in the Classroom? An Evaluation of the New Mathematics Curriculum in Mainland China, Yujing Ni, Qiong Li, Jinfa Cai, Kit-Tai Hau.
Part III. Curriculum
Chapter 8. The Evolution of Chinese Mathematics Textbooks for Primary and Secondary Schools in the 20th Century, Shi-hu Lv, Ting Chen, Aihui Peng, and Shangzhi Wang.
Chapter 9. Mathematics Curriculum and Teaching Materials in China from 1950-2000, Jianyue Zhang, Wei Sun, and Arthur B. Powell.
Chapter 10. Chinese Mathematics Curriculum Reform in the 21st Century: 2000-2010, Jian Liu, Lidong Wang, Ye Sun, and Yiming Cao.
Chapter 11. Basic Education Mathematics Curriculum Reform in the Greater Chinese Region-Trends and Lessons Learned, Chi-Chung Lam, Ngai-Ying Wong, Rui Ding, Siu Pang Titus Li, Yun-Peng Ma.
Chapter 12. Early Algebra in Chinese Elementary Mathematics Textbooks: The Case of Inverse Relations, Meixia Ding.
Chapter 13. Characterizing Chinese Mathematics Curriculum: A Cross-National Comparative Perspective, Larry E. Suter and Jinfa Cai.
Part IV. Mathematical Cognition
Chapter 14. Promoting Young Children's Mathematical Thinking: Operational Math in Preschool, Zi-Juan Cheng.
Chapter 15. Development of Mathematical Cognition in Preschool Children, Qingfen Hu and Jing Zhang.
Chapter 16. Contemporary Chinese Investigations of Cognitive Aspects of Mathematics Learning, Ping Yu, Wenhua Yu, and Yingfang Fu.
Chapter 17. Mathematical Processing and the Mathematical Brain in China, Xinlin Zhou, Wei Wei, Chuansheng Chen, and Qi Dong.
Chapter 18. Chinese Children's Understanding of the Fraction Concept, Ziqiang Xin and Chunhui Liu.
Chapter 19. The Teaching and Learning of Number Sense in Taiwan, Der-Ching Yang.
Part V. Teaching And Teacher Education
Chapter 20. Comparing U.S. and Chinese Teachers' Multidigit Division Knowledge, Shuhua An, Zhonghe Wu, and Song A. An.
Chapter 21. Chinese Elementary Teachers' Mathematics Knowledge for Teaching: Roles of Subject Related Training, Mathematics Teaching Experience, and Current Curriculum Study in Shaping its Quality, Jian Wang.
Chapter 22. Reviving Teacher Learning: Chinese Mathematics Teacher Professional Development in the Context of Educational Reform, Lynn W. Paine, Yanping Fang, and Heng Jiang.
Chapter 23. Problem Solving in Chinese Mathematics Education: Research and Practice, Jinfa Cai, Bikai Nie, and Lijun Ye.
Chapter 24. Developing a Coding System for Video Analysis of Classroom Interaction, Yiming Cao, Chen He, and Liping Ding.
Chapter 25. Mathematical Discourse in Chinese Classrooms: An Insider's Perspective, Ida Ah Chee Mok, Xinrong Yang, and Yan Zhu.
Chapter 26. The Status Quo and Prospects for Research on Mathematics Education for Ethnic Minorities in China, Hengjun Tang, Aihui Peng, Bifen Chen, Bo Yu, Yanping Huang, and Naiqing Song.
Chapter 27. Why Always Greener on the Other Side? The Complexity of Chinese and U.S. Mathematics Education, Thomas E. Ricks.
Part VI. Technology
Chapter 28. SSP-A Chinese Software Application for the Teaching and Learning of Mathematics: Theoretical and Practical Perspectives, Chunlian Jiang, Jingzhong Zhang, and Xicheng Peng.
Chapter 29. E-Learning in Mathematics Education, Siu Cheung Kong.
Korea
Chapter 30. Korean Research in Mathematics Education, Kyeong-Hwa Lee, Jennifer M. Suh, Rae Young Kim, and Bharath Sriraman.
Chapter 31. A Review of Philosophical Studies on Mathematics Education, Jin Young Nam.
Chapter 32. Mathematics Curriculum, Kyungmee Park.
Chapter 33. Mathematics Textbooks, Jeong Suk Pang.
Chapter 34. Using the History of Mathematics to Teach and Learn Mathematics, Hye Won Chang.
Chapter 35. Perspectives on Reasoning Instruction in the Mathematics Education, Bo Mi Shin.
Chapter 36. Mathematical Modeling, Yeong Ok Chong.
Chapter 37. Gender and Mathematics, Eun Jung Lee.
Chapter 38. Mathematics Assessment, Gwi Soo Na.
Chapter 39. Examining Key Issues in Research on Teacher Education, Gooyeon Kim.
Chapter 40. Trends in the Research of Teachers' Beliefs About Mathematics Education, Dong-Hwan Lee.
Volume II. Singapore
Chapter 41. Research in Singapore Mathematics Education: An Introduction, Lionel Mendoza, Swee Fong Ng, and Lianghuo Fan.
Chapter 42. Mathematical Problem Solving Research Involving Students in Singapore Mathematics Classrooms (2001 to 2011): What's Done and What More Can Be Done, Chan Chun Ming Eric.
Chapter 43. Research on Singapore Mathematics Curriculum and Textbooks: Searching for Reasons behind Students' Outstanding Performance, Yan Zhu and Lianghuo Fan.
Chapter 44. Teachers' Assessment Literacy and Student Learning in Singapore Mathematics Classrooms, Kim Hong Koh.
Chapter 45. A Theoretical Framework for Understanding the Different Attention Resource Demands of Letter-Symbolic Versus Model Method, Swee Fong NG.
Chapter 46. A Multidimensional Approach to Understanding in Mathematics among Grade 8 Students in Singapore, Boey Kok Leong, Shaljan Areepattamannil, and Berinderjeet Kaur.
Malaysia
Chapter 47. Introduction to Malaysian Chapters, Lim Chap Sam, Kor Liew Kee, Chew Cheng Meng, and Bharath Sriraman.
Chapter 48. Mathematics Education Research in Malaysia: An Overview, Chap Sam Lim, Parmjit Singh, Liew Kee Kor, and Cheng Meng Chew.
Chapter 49. Research Studies in the Learning and Understanding of Mathematics: A Malaysian Context, Parmjit Singh and Teoh Sian Hoon.
Chapter 50. Numeracy Studies in Malaysia, Munirah Ghazali and Abdul Razak Othman.
Chapter 51. Malaysian Research in Geometry, Cheng Meng Chew.
Chapter 52. Research in Mathematical Thinking in Malaysia: Some Issues and Suggestions, Shafia Abdul Rahman.
Chapter 53. Studies About Values in Mathematics Teaching and Learning in Malaysia, Sharifah Norul Akmar Syed Zamri and Mohd Uzi Dollah.
Chapter 54. Transformation of School Mathematics Assessment, Tee Yong Hwa, Chap Sam Lim, and Ngee Kiong Lau.
Chapter 55. Mathematics Incorporating Graphics Calculator Technology in Malaysia, Liew Kee Kor.
Chapter 56. Mathematics Teacher Professional Development in Malaysia, Chin Mon Chiew, Chap Sam Lim, and Ui Hock Cheah.
Japan
Chapter 57. Mathematics Education Research in Japan: An Introduction, Yoshinori Shimizu.
Chapter 58. A Historical Perspective on Mathematics Education Research in Japan, Naomichi Makinae.
Chapter 59. The Development of Mathematics Education as a Research Field in Japan, Yasuhiro Sekiguchi.
Chapter 60. Research on Proportional Reasoning in Japanese Context, Keiko Hino.
Chapter 61. Japanese Students' Understanding of School Algebra: Algebra, Literal Symbols, and Quasi-Variables, Toshiakira Fujii.
Chapter 62. Proving as an Explorative Activity in Mathematics Education: New Trends in Japanese Research Into Proof, Mikio Miyazaki and Taro Fujita.
Chapter 63. Developments in Research on Mathematical Problem Solving in Japan, Kazuhiko Nunokawa.
Chapter 64. Teaching and Learning Mathematics With Information and Communication Technology in Japan: The Case of Geometric Constructor, Yasuyuki Iijima.
Chapter 65. Inner Teacher: The Role of Metacognition and Its Implication to Improving Classroom Practice, Keiichi Shigematsu.
Chapter 66. Cross-Cultural Studies of Mathematics Classroom Practices, Yoshinori Shimizu.
Chapter 67. Systematic Support of Life-Long Professional Development for Teachers through Lesson Study, Akihiko Takahashi.
India
Chapter 68. Introduction to the India Section, K. Subramaniam.
Chapter 69. Evolving Concerns Around Mathematics as a School Discipline: Curricular Vision, Educational Policy and the National Curriculum Framework (2005), Farida Abdulla Khan.
Chapter 70. The School Mathematics Project: An Account of a Mathematics Curriculum Development Project, Amitabha Mukherjee and Vijaya S. Varma.
Chapter 71. Intervening for Number Sense in Primary Mathematics, Usha Menon.
Chapter 72. Some Ethical Concerns in Designing the Upper Primary Mathematics Curriculum: A Report From the Field, Jayasree Subramanian, Mohammed Umar, and Sunil Verma.
Chapter 73. Students' Understanding of Algebra and Curriculum Reform, Rakhi Banerjee.
Chapter 74. Professional Development Workshops for In-Service Mathematics Teachers in India, Ruchi S. Kumar, K. Subramaniam, and Shweta Naik.
Chapter 75. Insights Into Students' Errors Based on Data From Large Scale Assessments, Aaloka Kanhere, Anupriya Gupta & Maulik Shah.
Chapter 76. Assessment of Mathematical Learning-Issues and Challenges, Shailesh Shirali.
Chapter 77. Opportunities for Using Technology in Mathematics Classrooms, Jonaki Ghosh.
Chapter 78. Mathematics Education in Precolonial and Colonial South India, D. Senthil Babu.
Chapter 79. Representations of Numbers and the Indian Mathematical Tradition of Combinatorial Problems, Raja Sridharan and K. Subramaniam.