This book explores the contributions, actual and potential, of complexity thinking to educational research and practice. While its focus is on the theoretical premises and the methodology, not specific applications, the aim is pragmatic--to present complexity thinking as an important and appropriate attitude for educators and educational researchers. Part I is concerned with global issues around complexity thinking, as read through an educational lens. Part II cites a diversity of practices and studies that are either explicitly informed by or that might be aligned with complexity research,...

This book presents an approach to the teaching of mathematics that departs radically from conventional prescription-oriented and management-based methods. It brings together recent developments in such diverse fields as continental and pragmatist philosophy, enactivist thought, critical discourses, cognitive theory, evolution, ecology, and mathematics, and challenges the assumptions that permeate much of mathematics teaching. The discussion focuses on the language used to frame the role of the teacher and is developed around the commonsense distinctions drawn between thought and action,...

This book presents an approach to the teaching of mathematics that departs radically from conventional prescription-oriented and management-based methods. It brings together recent developments in such diverse fields as continental and pragmatist philosophy, enactivist thought, critical discourses, cognitive theory, evolution, ecology, and mathematics, and challenges the assumptions that permeate much of mathematics teaching. The discussion focuses on the language used to frame the role of the teacher and is developed around the commonsense distinctions drawn between thought and action,...

John Mason has been a prominent figure in the research field of mathematics education for several decades. His principal focus has been thinking about mathematical problems, supporting those who wish to foster and sustain their own thinking and the thinking of others.
Among the many markers of his esteemed career was the 1984 publication of Thinking Mathematically (with Leone Burton and Kaye Stacey). It has become a classic in the field, having been translated into many languages and in use in countries around the world. Thinking Mathematically and other writings in his substantial body of...

Brent Davis has been writing a successful column for his hometown newspaper, the Courier, for over two years. His unique perspective on life and growing up in the South is on display between the covers of this wonderful book.

Most research is focused on explicit knowledge - that is, on the sorts of insights that might be specified, catalogued, taught, and tested. In contrast, this book focuses on the tacit dimensions of teachers' mathematics knowledge that precede and enable their competencies with formal mathematics. It highlights the complexity of this knowledge and offers strategies to uncover it, analyze it, and re-synthesize it in ways that will make it more available for teaching.