Challenging Mathematics In and Beyond the Classroom The 16th ICMI St
The last two decades have seen significant innovation both in classroom teaching and in the public presentation of mathematics. Much of this has centered on the use of games, puzzles and investigations designed to capture interest, challenge the intellect
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New ICMI Study Series VOLUME 12 Published under the auspices of the International Commission on Mathematical Instruction under the general editorship of Miche`le Artigue, President
Bernard R. Hodgson, Secretary-General
The titles published in this series are listed at the end of this volume.
Edward J. Barbeau
l
Peter J. Taylor
Editors
Challenging Mathematics In and Beyond the Classroom The 16th ICMI Study
13
Editors Edward J. Barbeau University of Toronto ON, Canada [email protected]
ISSN: 1387-6872 ISBN: 978-0-387-09602-5 DOI 10.1007/978-0-387-09603-2
Peter J. Taylor University of Canberra ACT, Australia [email protected]
e-ISBN: 978-0-387-09603-2
Library of Congress Control Number: 2008931140 # Springer ScienceþBusiness Media, LLC 2009 All rights reserved. This work may not be translated or copied in whole or in part without the written permission of the publisher (Springer ScienceþBusiness Media, LLC, 233 Spring Street, New York, NY 10013, USA), except for brief excerpts in connection with reviews or scholarly analysis. Use in connection with any form of information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed is forbidden. The use in this publication of trade names, trademarks, service marks, and similar terms, even if they are not identified as such, is not to be taken as an expression of opinion as to whether or not they are subject to proprietary rights. Printed on acid-free paper springer.com
Preface
In the mid 1980s, the International Commission on Mathematical Instruction (ICMI) inaugurated a series of studies in mathematics education by commissioning one on the influence of technology and informatics on mathematics and its teaching. These studies are designed to thoroughly explore topics of contemporary interest, by gathering together a group of experts who prepare a Study Volume that provides a considered assessment of the current state and a guide to further developments. Studies have embraced a range of issues, some central, such as the teaching of algebra, some closely related, such as the impact of history and psychology, and some looking at mathematics education from a particular perspective, such as cultural differences between East and West. These studies have been commissioned at the rate of about one per year. Once the ICMI Executive decides on the topic, one or two chairs are selected and then, in consultation with them, an International Program Committee (IPC) of about 12 experts is formed. The IPC then meets and prepares a Discussion Document that sets forth the issues and invites interested parties to submit papers. These papers are the basis for invitations to a Study Conference, at which the various dimensions of the topic are explored and a book, the Study Volume, is sketched out. The book is then put together in collaboration, mainly using electronic communication. The entire process typically takes about six years. The topic of the 16th Study was chosen in 2002, and we
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