|
| 0. Bharath
Sriraman (USA) |
| EDITORIAL: Expanding spheres of influence- the zenith, the nadir and everything in-between |
pp.1-2 |
FORUM: ETHICS AND VALUES IN MATHEMATICS, TEACHING & LEARNING |
1. Ted Eisenberg (Israel) |
| Flaws and Idiosyncrasies in Mathematicians: Food for the Classroom |
pp.3-14 |
REACTIONS TO EISENBERG |
2. Wolff-Michael Roth (Canada) |
| Historical Tidbits, the Shoah, and the Teaching of Mathematics |
pp.15-28 |
3. Brian Greer (Portland, USA) |
| Comments provoked by "Flaws and idiosyncrasies in mathematicians: Food for the classroom?" |
pp.29-34 |
4. Renuka Vithal (South Africa) |
| Critique on Eisenberg's article |
pp.35-36 |
REJOINDER BY EISENBERG |
5. Ted Eisenberg (Israel) |
| Reaction to the Reactors |
pp.37-44 |
SURREJOINDER BY GREER |
6. Brian Greer (Portland, USA)
|
| Final comments on Eisenberg's paper |
pp.45-46 |
OTHER PERPSECTIVES |
7. Alan Bishop (Australia) |
| Values in Mathematics and Science Education: similarities and differences |
pp.47-58 |
8. Kurt Stemhagen (Virginia, USA) |
| Doin' the Math: On Meaningful Mathematics-Ethics Connections |
pp.59-66 |
FEATURE ARTICLES |
9. Murad Jurdak (Lebanon) |
| The Action Map as a Tool for Assessing Situated Mathematical Problem Solving Performance |
pp.67-78 |
10. M.K Akinsola (Botswana) |
| Relationship of some psychological variables in predicting problem solving ability of in-service mathematics teachers |
pp.79-100 |
11. Kristin Umland (New Mexico, USA) |
| A reflection on mathematical cognition: how far have we come and where are we going? |
pp.101-116 |
12. Yuichi Handa (California, USA) |
| Reflections upon Teaching a Poorly-Conceived Lesson |
pp.117-124 |
13. Jaehoon Yim, Sanghun Song, Jiwon Kim (South Korea) |
| Mathematically gifted elementary students' revisiting of Euler's polyhedron theorem |
pp.125-142 |
MONTANA FEATURE ARTICLE |
14. David M. Davison and Johanna E. Mitchell (Montana, USA) |
| How is Mathematics Education Philosophy Reflected in the Math Wars? |
pp.143-154 |
MATHEMATICS FOR THE CLASSROOM |
15. Sue Waring (UK) |
| Teaching Proof at KS4 |
pp.155-162 |
16. Steve Humble (UK) |
| Consecutive numbers |
pp.163-166 |