Titlebook: Mathematics Matters in Education; Essays in Honor of R Yeping Li,W. James Lewis,James J. Madden Book 2018 The Editor(s) (if applicable) and

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Who Are the Experts?ators. Those two groups have often disagreed, but we are now in a more cooperative period in which experts on both sides seem to agree more and argue less. But in reaching this rapprochement, we have left out another group of experts who offer valuable perspectives and fresh ideas—the K-12 mathemati

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Is the Real Number Line Something to Be Built or Occupied? like, “Let f(x) be a function of a real variable .,” implying that the student has a robust sense of the real number continuum. This understanding is a central objective of the school mathematics curriculum, taken as a whole. Yet there are reasons to doubt whether typical US high school graduates f

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What Content Knowledge Should We Expect in Mathematics Education?n learned very well. In particular, what types of relations can one consider when dealing with these three aspects of geometric measurement? The second topic is fractions, and different views of what students should be expected to learn. A third topic will be briefly discussed. This is a new book wh

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Approaching Euclidean Geometry Through Transformationscal development. Properties of reflections and size changes (dilations) were taken as postulates and used to deduce properties of symmetric figures, the traditional theorems of triangle congruence and similarity, and develop the relationships among the various types of isometries. In ., Roger Howe a

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The Contributions of Mathematics Faculty to K-12 Education: A Department Chair’s Perspectiveupport and professional development of in-service mathematics teachers. This work can be demanding and time-consuming and constitute a significant professional contribution. Some departments now recognize, support and reward this work, while others do not. This article offers a view of this landscap