Mathematics & Mathematics Education: Searching for Common Ground

• Preface and Acknowledgements.- Introduction.- Mathematics and Mathematics Education: Searching for common ground: Michael N. Fried.- Chapter 1.  A Dialogue on a Dialogue.- Mathematics and Mathematics Education: Beginning a Dialogue in an Atmosphere of Increasing Estrangement: Michael N. Fried.- Some of my pet-peeves with mathematics education: Ted Eisenberg.- Mathematics at the Center of Distinct Fields: A Response to michael and Ted: Norma Presmeg.- Chapter 2.  Mutual Expectations.- Mutual Expectations between Mathematicians and Mathematics Educators : Tommy Dreyfus.-With contributions by:Uri Onn, Joanna Mamona-Downs, Stephen Lerman.- Chapter 3.  History of Mathematics, Mathematics Education, and Mathematics.- History in mathematics education. A hermeneutic approach: Hans Niels Jahnke.- Reflections on History of Mathematics: History of Mathematics and Mathematics Education: Luis Radford.- With contributions by:Alain Bernard, Michael N. Fried , Fulvia Furinghetti, Nathalie Sinclair.- Chapter 4.  Problem-Solving: A Problem for Both Mathematics and Mathematics Education.- Reflections on Problem-Solving: Problem solving in mathematics and in mathematics education: Boris Koichu.- With contributions by: Gerald A. Goldin, A. Israel Weinzweig, Shlomo Vinner, Roza Leikin.- Chapter 5.  Mathematical Literacy: What Is It and How is It Determined?.-“Mathematical Literacy”: An Inadequate Metaphor: E. Paul Goldenberg.- Reflections on Mathematical literacy : What’s new, why should we care, and what can we do about it? : Anna Sfard.- With contributions by:Abraham Arcavi, Ron Livné, Iddo Gal, Anna Sfard, Hannah Perl.- Chapter 6.  Visualization in Mathematics and Mathematics Education: Visualization in Mathematics and Mathematics Education: A Historical Overview : M. A. (Ken) Clements.- Visualization in mathematics and mathematics education: Elena Nardi (University of East Anglia).- With contributions by: Rina Hershkowitz, Raz Kupferman , Norma Presmeg, Michal Yerushalmy.- Chapter 7.  Justification and Proof.- Making Sense of Mathematical Reasoning and Proof: David Tall.- Reflections on Justification and Proof: Justification and Proof in Mathematics and Mathematics Education: Keith Weber.- With contributions by: Gila Hanna, Guershon Harel, Ivy Kidron, Annie Selden and John Selden.- Chapter 8.  Policy: What Should We Do, and Who Decides?.- Mathematics and mathematics education policy: Mogens Niss.- Reflections on Policy: Mathematics and Mathematics Education Policy—Searching for Common Ground : Nitsa Movshovitz-Hadar.- With contributions by:Jonas Emanuelsson, Davida Fischman, Azriel Levy, Zalman Usiskin.- Chapter 9.  Collaboration.- Mathematics and Education: Collaboration in Practice: Hyman Bass.- Deborah Loewenberg Ball.- Reflections on Collaboration between Mathematics and Mathematics Education: Patrick W. Thompson.- With contributions by: Michéle Artigue, Günter Törner, Ehud de Shalit.- Postscript.- We Must Cultivate Our Common Ground: Jeremy Kilpatrick.- Appendix 1.  Ted Eisenberg, Teacher, Colleague, and Friend.- Ted as advisor and colleague: Tommy Dreyfus.- Thank you, Ted!: Francis Lowenthal.- Annotated bibliography of Ted Eisenberg’s Major Publications: Tommy Dreyfus.- Appendix 2.  Reprints of the Dialogues between Presmeg, Eisenberg, and Fried from ZDM 41(1-2).-Index

"The book represents a snapshot of the views of invitees to this symposium on mathematical themes considered to be of significance to both communities. From this perspective, the book could be fruitfully used as a resource by university mathematics teaching staff, along with mathematics education lecturers, researchers, and graduate students wishing to gain a broad overview of many of the significant curricular and pedagogical issues for mathematics education in school and at university." (Gail E. FitzSimons, Educational Studies in Mathematics, Vol. 90, 2015) "The book could be used as a textbook in a graduate seminar or as a resource for mathematics and mathematics education graduate students interested in collaborating with each other on mutually beneficial topics of research. Finally the community of mathematics education would benefit from reading the book since it gives a message of hope for the future quite different from the rhetoric that plays out in social media about the rift between mathematics and mathematics education." (Bharath Sriraman, Mathematical Thinking and Learning, Vol. 15 (3), 2014)