Until recently there had been relatively little integration of programs of research on teaching, learning, curriculum, and assessment. However, in the last few years it has become increasingly apparent that a more unified program of research is needed to acquire an understanding of teaching and learning in schools that will inform curriculum development and assessment. The chapters in this volume represent a first step toward an integration of research paradigms in one clearly specified mathematical domain. Integrating a number of different research perspectives is a complex task, and ways...

This volume focuses on the important mathematical idea of functions which can be dynamically represented with technology in ways that have not been possible previously. The book's editors contend that as a result of recent technological developments and the integrated knowledge available from research on teaching, instruction, students' thinking and assessment, we are faced with an unprecedented opportunity for making dramatic curriculum change.

Using a variety of research methods, this study addresses the need for professional development leaders and policy makers to influence teachers to modify their mathematics instruction so it is closer to the recommendations of the National Council of Teachers in Mathematics.

Mathematics Classrooms That Promote Understanding synthesizes the implications of research done by the National Center for Research in Mathematical Sciences on integrating two somewhat diverse bodies of scholarly inquiry: the study of teaching and the study of learning mathematics.

This research was organized around content domains and/or continuing issues of education, such as equity and assessment of learning, and was guided by two common goals--defining the mathematics content of the K-12 curriculum in light of the changing mathematical needs of citizens for the 21st century,...

Synthesizes the implications of research done by the National Center for Research in Mathematical Sciences on integrating two somewhat disparate bodies of scholarly inquiry: the studies of teaching and the study of learning mathematics.

Until recently there had been relatively little integration of programs of research on teaching, learning, curriculum, and assessment. However, in the last few years it has become increasingly apparent that a more unified program of research is needed to acquire an understanding of teaching and learning in schools that will inform curriculum development and assessment. The chapters in this volume represent a first step toward an integration of research paradigms in one clearly specified mathematical domain.

Integrating a number of different research perspectives is a complex task, and...