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Ansari, Daniel; Lyons, Ian M. – ZDM: The International Journal on Mathematics Education, 2016
In this commentary on the ZDM special issue: "Cognitive neuroscience and mathematics learning--revisited after 5Â years," we explore the progress that has been made since ZDM published a similar special issue in 2010. We consider the extent to which future frontiers and methodological concerns raised in the commentary on the 2010 issue by…
Descriptors: Neurosciences, Mathematics Instruction, Interdisciplinary Approach, Teaching Methods
Scheiner, Thorsten – ZDM: The International Journal on Mathematics Education, 2016
This paper comments on the theoretical formulations and usage of the construct of teacher noticing in a selection of the papers in this special issue of "ZDM Mathematics Education." The analysis of how the notion of teacher noticing is used in the papers suggests that it draws attention to several interdependencies involved that have not…
Descriptors: Mathematics, Mathematics Instruction, Cognitive Science, Cognitive Processes
Radford, Luis – ZDM: The International Journal on Mathematics Education, 2016
This article is a commentary on the mathematical working space (MWS) approach and draws on the articles contained in this "ZDM" issue. The article is divided into three parts. In the first part I discuss the place of the MWS approach among the French theories of didactique des mathématiques. In the second part I outline what I think are…
Descriptors: Mathematics Instruction, Epistemology, Cognitive Processes, Teaching Methods
Askew, Mike – ZDM: The International Journal on Mathematics Education, 2015
Many of the papers in this special issue draw on the fundamental model of numeracy developed by Goos et al. (Transforming mathematics instruction: multiple approaches and practices. 81-102, 2014). Four elements in that model--contexts, tools, dispositions, and mathematical knowledge--are embedded within a critical orientation, and being, or…
Descriptors: Numeracy, Mathematics Instruction, Teaching Methods, Models