Fourth International Handbook of Mathematics Education
暫譯: 第四屆國際數學教育手冊

這本第四本國際手冊討論了在前三本Springer數學教育手冊中未被充分認識或處理的發展，並探討了該領域中的爭議性問題。在以一個挑釁性的導言章節開始，該章節詢問爭議是否是國際數學教育的一個健康特徵後，接下來的四個部分涵蓋了：(a) 亞洲的數學教育；(b) 理論在研究和實踐中的角色；(c) 公平與社會正義；以及(d) 課程與變革。這些主題由來自各大洲的60位權威作者在28個章節中進行探討。這四個部分的結構基於過去、現在和未來的各個方面。

與前三本數學教育手冊類似，本手冊為教師、數學教育從業者和研究者、教育政策制定者、數學家，以及研究生和本科生提供了非常有價值的資源。

M. A. ("Ken") Clements is Emeritus Professor in the Department of Mathematics at Illinois State University. After teaching in schools for 10 years, he taught in three Australian universities (Monash, Deakin, and Newcastle), and at Universiti Brunei Darussalam (1997-2004). He has served as a consultant in India, Malaysia, PNG, South Africa, Thailand, and Vietnam, and was editor for the first three Springer international handbooks on mathematics education (1996, 2003, 2013). He has written or edited over 30 books and has authored more than 200 peer-reviewed articles. In 1996 he co-authored, with Nerida Ellerton, a UNESCO book on mathematics education research and is honorary life member of both the Mathematics Education Research Group of Australasia (MERGA) and the Mathematical Association of Victoria (MAV).

Berinderjeet Kaur is a Professor of Mathematics Education at the National Institute of Education (NIE), Nanyang Technological University (NTU), Singapore. She received her Ph.D. in Education, specializing in Mathematics Education, from Monash University in Australia. She is an associate editor of ZDM Mathematics Education, a tier 1 journal, and is the series editor of books themed Mathematics Education - An Asian Perspective. Her publications appear in both national and international journals, books and proceedings of meetings. She is involved in the pre-service and in-service education of mathematics teachers at NIE, and was awarded the Excellence in Teaching Commendation by NIE in 2005, 2006, 2018 and 2020.

Thomas Lowrie is Centenary Professor (2014) and Director of the STEM Education Research Centre (SERC) at the University of Canberra, Australia. Tom has an established international research profile in the discipline area of mathematics and STEM education. His concentrated and sustained (over 20 years) body of work has focused on the extent to which primary-agedstudents use spatial reasoning and visual imagery to solve mathematics problems and the role and nature of graphics in mathematics assessment. More recently, his research has expanded to include students' use of digital tools and dynamic imagery years, he taught in three Australian universities (Monash, Deakin, and Newcastle), and at Universiti Brunei Darussalam (1997-2004). He has served as a consultant in India, Malaysia, PNG, South Africa, Thailand, and Vietnam, and was editor for the first three Springer international handbooks on mathematics education (1996, 2003, 2013). He has written or edited over 30 books and has authored more than 200 peer-reviewed articles. In 1996 he co-authored, with Nerida Ellerton, a UNESCO book on mathematics education research and is honorary life member of both the Mathematics Education Research Group of Australasia (MERGA) and the Mathematical Association of Victoria (MAV).

Vilma Mesa is Professor of Education andMathematics at the University of Michigan, and Faculty Associate at the Center for the Study of Higher and Post-secondary Education at the University of Michigan, USA. She investigates the role that resources play in developing teaching expertise in undergraduate mathematics, specifically at community colleges and in inquiry-based learning classrooms. She has conducted several analyses of instruction and of textbooks and collaborated in evaluation projects on the impact of innovative mathematics teaching practices for students in science, technology, engineering, and mathematics. She was the 2022 recipient of the Association of Women in Mathematics' Louise May Award for Contributions to Mathematics Education and in 2022 she also won the University of Michigan's Outstanding Undergraduate Research Opportunity Mentor Award. She serves as associate editor for Educational Studies in Mathematics, and has published over 60 articles and book chapters in mathematics education. Outlets.

Johan Prytz is Associate Professor in mathematics education at Uppsala University, Sweden. He is lecturer in didactics with a specialization in mathematics. His research is largely about the history of mathematics teaching. He also participates in a project on the role of language in mathematical and science practices at school and in a project on higher education and sustainable development. He has published almost 40 scholarly books and journal articles.

M. A. ('Ken') Clements 是伊利諾伊州立大學數學系的名譽教授。在學校教學十年後，他曾在三所澳大利亞大學（莫納什大學、迪肯大學和紐卡斯爾大學）及汶萊達魯薩蘭大學（1997-2004）任教。他曾在印度、馬來西亞、巴布亞新幾內亞、南非、泰國和越南擔任顧問，並擔任過前三本施普林格國際數學教育手冊（1996、2003、2013）的編輯。他撰寫或編輯了超過30本書籍，並發表了超過200篇經過同行評審的文章。1996年，他與Nerida Ellerton共同撰寫了一本聯合國教科文組織的數學教育研究書籍，並且是澳大利亞數學教育研究小組（MERGA）和維多利亞數學協會（MAV）的榮譽終身會員。

Berinderjeet Kaur 是新加坡南洋理工大學國立教育學院（NIE）的數學教育教授。她在澳大利亞莫納什大學獲得了數學教育專業的教育學博士學位。她是《ZDM數學教育》這本一級期刊的副編輯，並且是以數學教育 - 亞洲視角為主題的書籍系列編輯。她的出版物出現在國內和國際期刊、書籍及會議論文集中。她參與NIE的數學教師的職前和在職教育，並於2005年、2006年、2018年和2020年獲得NIE的卓越教學表彰。

Thomas Lowrie 是澳大利亞坎培拉大學的百年教授（2014）及STEM教育研究中心（SERC）主任。Tom在數學和STEM教育領域擁有國際研究聲譽。他的研究集中且持續（超過20年）地探討小學生在解決數學問題時使用空間推理和視覺意象的程度，以及圖形在數學評估中的角色和性質。最近，他的研究擴展到學生使用數位工具和動態影像的情況。

Vilma Mesa 是美國密西根大學的教育與數學教授，並且是該校高等教育與後中等教育研究中心的教職員夥伴。她研究資源在發展本科數學教學專業知識中的角色，特別是在社區大學和探究式學習課堂中。她進行了幾項教學和教科書的分析，並參與了評估創新數學教學實踐對科學、技術、工程和數學學生影響的項目。她是2022年女性數學協會的路易絲·梅獎（Louise May Award）數學教育貢獻獲獎者，並於2022年獲得密西根大學的傑出本科研究機會導師獎。她擔任《數學教育研究》（Educational Studies in Mathematics）的副編輯，並在數學教育領域發表了超過60篇文章和書籍章節。

Johan Prytz 是瑞典烏普薩拉大學的數學教育副教授。他專注於數學的教學法。他的研究主要關注數學教學的歷史。他還參與了一個關於語言在學校數學和科學實踐中角色的項目，以及一個關於高等教育和可持續發展的項目。他已發表近40本學術書籍和期刊文章。