Research for Educational Change

Jill Adler holds the SARChI-FRF Mathematics Education Chair at the University of the Witwatersrand, South Africa, and is Visiting Professor of Mathematics Education at King’s College London, UK. She is the 2012 recipient of the Academy of Science of South Africa (ASSAf) Gold Medal for Science in the Service of Society and of the 2015 Freudenthal Award.Anna Sfard is a Professor of Education at the University of Haifa, Israel. She served as the first Lappan-Philips-Fitzgerald Professor at Michigan State University, USA, and is the Visiting Professor in the Institute of Education, University College London, UK. She is the recipient of 2007 Freudenthal Award and a Fellow of the American Educational Research Association (AERA).

• Introducation Part I In School: The South African Experience 1. Mathematics Education in South Africa 2. Setting the Scene: School M, Teacher T, the Lesson and the Data Part II Away From School: Trying to Learn From the Experience Introduction 3. Ritual for Ritual, Exploration for Exploration or What Learners Are Offered Is What They Present Back to You in Return 4. Mathematical Discourse in Instruction Matters 5. Dialogic and argumentation structures in one quadratic inequalties lesson 6. "Eish, Iyangbhavizisa (It’s Confusing)": a Critical Discourse Analysis of What Learners Say and Do in a Research Interview Part III Back to School: Sharing Insights with the Teacher and Others Introduction 7. Teaching Mathematics as an Exploratory Activity – a Letter to the Teacher 8. A Lesson to Learn from – from Research Insights to Teaching the Lesson 9. Towards a Dialogic Discourse in a Mathematics Classroom: Opening and Closing Verbal Interaction 10. Poor Mathematics Performance is Created in Multiple Places Part IV Beyond School: Some Meta-level Learning 11. A Meta-level Reflection on Dialogue Between Discourses 12. Connecting Research and Mathematics Teacher Development Through the Development of Boundary Objects 13. The Adventure of Moving Mathematics Teacher Education Forward: a Commentary Afterword Re-Thinking The Nexus Between Research and Practice

"The key strength of the book is its systematic inquiry into how teaching and learning crystallizes. More than that, the book takes the findings from the inquiry to inform what might be done to improve classroom experiences. Illuminating and building on the analyses of the lesson event, and with genuine respect for the efforts of the teacher (Mr T), are practical proposals for pedagogical change."- Margaret Walshaw,Educational Studies in Mathematics, March 2017