Theories of Mathematics Education

I.- Preface to Part I.- Surveying Theories and Philosophies of Mathematics Education.- II.- Preface to Part II Ernest's Reflections on Theories of Learning.- Reflections on Theories of Learning.- Commentary 1 on Reflections on Theories of Learning by Paul Ernest.- Commentary 2 on Reflections on Theories of Learning.- III.- Preface to Part III.- On the Theoretical, Conceptual, and Philosophical Foundations for Research in Mathematics Education.- Commentary on On the Theoretical, Conceptual, and Philosophical Foundations for Research in Mathematics Education.- IV.- Preface to Part IV.- Theories of Mathematics Education: Is Plurality a Problem?.- Commentary on Theories of Mathematics Education: Is Plurality a Problem?.- V.- Preface to Part V.- Re-conceptualizing Mathematics Education as a Design Science.- Commentary 1 on Re-conceptualizing Mathematics Education as a Design Science.- Commentary 2 on Re-conceptualizing Mathematics Education as a Design Science.- Commentary 3 on Re-conceptualizing Mathematics Education as a Design Science.- VI.- Preface to Part VI.- The Fundamental Cycle of Concept Construction Underlying Various Theoretical Frameworks.- Commentary on The Fundamental Cycle of Concept Construction Underlying Various Theoretical Frameworks.- VII.- Preface to Part VII.- Symbols and Mediation in Mathematics Education.- Commentary on Symbols and Mediation in Mathematics Education.- VIII.- Problem Solving Heuristics, Affect, and Discrete Mathematics: A Representational Discussion.- Commentary on Problem Solving Heuristics, Affect, and Discrete Mathematics: A Representational Discussion.- IX.- Preface to Part IX.- Problem Solving for the 21 Century.- Commentary 1 on Problem Solving for the 21 Century.- Commentary 2 on Problem Solvingfor the 21 Century.- X.- Preface to Part X.- Embodied Minds and Dancing Brains: New Opportunities for Research in Mathematics Education.- Commentary on Embodied Minds and Dancing Brains: New Opportunities for Research in Mathematics

From the reviews:

"Theories of Mathematics Education: Seeking New Frontiers is the first book in the series titled 'Advances in Mathematics Education.' The book contains 20 chapters, 16 prefaces, and 23 commentaries ... . if you are interested and ready to join, as a listener, an interesting and informative conversation among the leaders in the field of ME, to follow their contemplations and become exposed to their arguments and disagreements, then this book will provide you with plenty." (Roza Leikin and Rina Zazkis, Journal for Research in Mathematics Education, Vol. 43 (2), March, 2012)

"The series intends to 'integrate, synthesize, and extend' work in the field so that promising ideas can be improved and built upon. The seed for this inaugural book was the 2005 meeting of the International Group of the Psychology of Mathematics Education. ... The ultimate test of the value of the ideas in this book is whether they or their progeny help solve the problems that teachers, administrators, and policymakers face as they work to improve mathematics teaching and learning." (Kristin L. Umland, The Mathematical Intelligencer, Vol. 33 (2), March, 2011)

"Book addresses much more, including teachers' pedagogical actions and the politicization of mathematics education, and offers an intriguing look at covert ways of knowing. ... provides vocabularies to use, pronouncements to respond to, and examples to consider for researchers and graduate students who wish to discuss what MER theory is and should be. For these reasons, the book will be of most interest to expert, novice, and aspiring researchers who are using, crafting, refining, or reflecting upon theories for their own current and future research." (Robert Ely, Educational Studies in Mathematics, May, 2010)

"I like this book!! It is the flagship book announcing a new Springer series Advances in Mathematics Education, and as such it does a wonderful jobintroducing readers to the field,