Most mathematics education research is based on the assumption of the centrality of learners in the processes of mathematical learning. This assumption views learners as active cognitive subjects at the “centre” of the development of mathematical thinking in classrooms. This idea has constituted in mathematics education research literature what I call the myth of the active learner. Based on my...

LUIS A. LEYVA is an assistant professor in the Department of Teaching and Learning at Vanderbilt University, Peabody College of Education and Human Development, PMB 230, GPC, 230 Appleton Place, Nashville, TN, 37212; email: [email protected]. His research interests include issues of gender and sexuality in STEM (science, technology, engineering, and mathematics) education, marginalize...

1 Department of Mathematics Education, Gyeongsang National University, Chinju 660-701, Republic of Korea 2 Department of Algebra and Geometry, Faculty of Sciences, Palacky University (UP), 771 47 Olomouc, Czech Republic 3 Department of Mathematics, Hanyang University, Seoul 133-791, Republic of Korea 4 Department of Mathematics Education, Chinju National University of Education, Chinju 660-756,...

This paper addresses mathematics education in the Netherlands and provides a guided tour through the main aspects of the Dutch approach to mathematics education. The title of the paper also refers to the guidance aspects of mathematics education, the role of the teacher and of the curriculum. The tour will focus on the number strand in primary school mathematics. The two main questions to be de...

the current study intended to investigate the effectiveness of cooperative learning on math anxiety, attitude toward mathematics, and academic achievement of female high school students. the study method was experimental and was conducted by pretest-posttest design with the control group. the population included all female high school students (second year) who were studying experimental scienc...

In all the meetings of the EMSEducational Committee, updated reports are presented by the participants on the current situation related to mathematics education in their countries. Although these reports express the members’ personal opinions and do not necessarily reflect national institutional views, they address important issues that provide an initial comparative picture of mathematics educ...