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| Preface | |
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| Acknowledgments | |
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| Overview | |
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| A History of Research in Mathematics Education | |
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| The Nature of Mathematics: Its Role and Its Influence | |
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| Perspectives on Scholarship and Research Methods | |
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| Learning and Teaching with Understanding | |
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| Mathematics Teaching | |
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| The Culture of the Mathematics Classroom: An Unknown Quantity? | |
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| Mathematics Teaching Practices and Their Effects | |
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| Teachers' Beliefs and Conceptions: A Synthesis of the Research | |
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| Teachers' Knowledge and Its Impact | |
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| Grouping for Instruction in Mathematics: A Call for Programmatic Research on Small-Group Processes | |
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| Professionalization and Mathematics Teaching | |
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| Becoming a Mathematics Teacher | |
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| Learning from Instruction | |
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| Research on Whole Number Addition and Subtraction | |
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| Multiplication and Division as Models of Situations | |
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| Rational Number, Ratio, and Proportion | |
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| Learning to Think Mathematically: Problem Solving, Metacognition, and Sense Making in Mathematics | |
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| Estimation and Number Sense | |
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| The Learning and Teaching of School Algebra | |
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| Geometry and Spatial Reasoning | |
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| Research in Probability and Statistics: Reflections and Directions | |
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| The Transition to Advanced Mathematical Thinking: Functions, Limits, Infinity and Proof | |
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| Critical Issues | |
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| Technology and Mathematics Education | |
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| Ethnomathematics and Everyday Cognition | |
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| Research on Affect in Mathematics Education: A Reconceptualization | |
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| Mathematics and Gender: Changing Perspectives | |
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| Race, Ethnicity, Social Class, Language, and Achievement in Mathematics | |
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| Assessment of Students' Knowledge of Mathematics: Steps Toward a Theory | |
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| Perspectives | |
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| International Studies of Achievement in Mathematics | |
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| International Perspectives on Research in Mathematics Education | |
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| Reflections on Where Mathematics Education Now Stands and on Where It May Be Going | |
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| About the Contributors | |
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| Name Index | |
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| Subject Index | |