Fourth International Handbook of Mathematics Education

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認可或完全處理的發展，並探討了該領域中的爭議議題。在引人注目的引言章節中，首先提出了一個問題，即爭議是否是國際數學教育的一個健康特徵，接下來的四個部分分別涵蓋了：(a) 亞洲的數學教育；(b) 研究和實踐中的理論角色；(c) 公平和社會正義；以及(d) 課程和變革。這些主題由來自各大洲的60位權威作者在28章中進行探討。每個部分都根據過去、現在和未來的方面進行結構化。

與前三本數學教育手冊一樣，這本手冊為教師、數學教育從業人員和研究人員、教育政策制定者以及數學家提供了非常有價值的資源，同時也適用於研究生和本科生。

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。在教學了10年後，他在澳大利亞的三所大學（莫納什大學、迪肯大學和紐卡斯爾大學）以及汶萊大學（1997-2004年）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Springer出版社的前三本國際數學教育手冊的編輯（1996年、2003年、2013年）。他已經撰寫或編輯了30多本書籍，並發表了200多篇同行評審的文章。1996年，他與Nerida Ellerton合著了一本聯合國數學教育研究書籍，並成為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家教育學院（NIE）數學教育學教授。她在澳大利亞莫納什大學獲得數學教育專業的教育博士學位。她是ZDM數學教育期刊的副編輯，也是以「數學教育-亞洲視角」為主題的書籍系列的編輯。她的著作發表在國內外期刊、書籍和會議論文集中。她參與了NIE的數學教師預職和在職教育，並於2005年、2006年、2018年和2020年獲得NIE的卓越教學嘉獎。

Thomas Lowrie是澳大利亞堪培拉大學的百年教授（2014年）和STEM教育研究中心（SERC）的主任。Tom在數學和STEM教育領域擁有國際知名的研究成果。他在過去20多年的持續研究中，專注於小學生在解決數學問題時使用空間推理和視覺形象的程度，以及圖形在數學評估中的作用和性質。最近，他的研究擴展到包括學生使用數字工具和動態圖像的領域。他曾在澳大利亞的三所大學（莫納什大學、迪肯大學和紐卡斯爾大學）以及汶萊大學（1997-2004年）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Springer出版社的前三本國際數學教育手冊的編輯（1996年、2003年、2013年）。他已經撰寫或編輯了30多本書籍，並發表了200多篇同行評審的文章。1996年，他與Nerida Ellerton合著了一本聯合國數學教育研究書籍，並成為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。

Vilma Mesa是密歇根大學教育和數學學教授，也是密歇根大學高等教育和職業教育研究中心的教職員。她研究資源在發展本科數學教學專業知識中的作用，尤其是在社區學院和探究式學習課堂中。她進行了多項教學和教科書分析，並參與了評估創新數學教學對科學、技術、工程和數學學生的影響的項目。她是2022年美國女性數學協會路易斯·梅獎（Louise May Award）的獲獎者，該獎項表彰對數學教育的貢獻，並且在2022年她還獲得了密歇根大學優秀本科研究機會導師獎。她擔任《數學教育研究》的副編輯，並發表了60多篇數學教育的文章和書籍章節。