Foreword; Bharath Sriraman. Section I. Norwegian Research in Mathematics Education. Chapter 1. Introduction to the Norwegian Section of the Sourcebook of Nordic Research in Mathematics Education; Simon Goodchild. Chapter 2. The Development of Mathematics Education as a Research Field in Norway: An Insider''s Personal Reflections; Trygve Breiteig and Simon Goodchild. Chapter 3.
The Contribution of Stieg Mellin-Olsen to Mathematics Education: An International Luminary: A Will to Explore the Field, an Ability to Do It; Christof Kyfif and Norm Lindén. Chapter 4. Norway: Low Achievement in Mathematics in Compulsory School as Evidenced by TIMSS and PISA; Lise Sissel Grønmo. Chapter 5. Collaborative Inquiry in Developing Mathematics Teaching in Norway; Barbara Jaworski. Chapter 6. Inquiry into Mathematics Teaching with ICT; Anne Berit Fuglestad. Chapter 7.
Interpretative Research as Collaborative Inquiry; Marit Johnsen-Høines. Chapter 8. Longitudinal Study as an Instrument for Development in Mathematics Teaching and Mathematics Education Research; Trygve Breiteig and Barbro Grevholm. Chapter 9. An Overview of the Development of Research on Collaborative Problem Solving at the University of Agder; Hans Erik Borgersen, Maria Luiza Castro, and Raymond Bjuland. Chapter 10. Educational Reforms--How Are They Implemented?; Bodil Kleve. Chapter 11.
Teachers'' Use of Projects and Textbook Tasks to Connect Mathematics with Everyday Life; Reidar Mosvold. Chapter 12. Mathematical Archaeology on Pupils'' Mathematical Texts: Un-Earthing of Mathematical Structures; Ole Einar Torkildsen. Chapter 13. The Climbing Experiment: From Doing to Thinking; Anne Birgitte Fyhn. Chapter 14. Pupils'' Participation in the Classroom Discourse of Mathematics; Åse Streitlien. Chapter 15.
Appropriating Mathematical Tools Through Problem Solving in Collaborative Small-Group Settings; Martin Carlsen. Chapter 16. Pupils'' Motivation for Learning Mathematics: Research in Norway; Kjersti Wæge. Chapter 17. The Future of Mathematics Education Research in Norway: Some Indicators; Simon Goodchild and Liv Sissel Grønmo. Section II. Swedish Research in Mathematics Education. Chapter 18.
Mathematics Education Research in Sweden: An Introduction; Christer Bergsten. Some Theoretical Orientations of Swedish Research. Chapter 19. Learning Difficulties and Mathematical Reasoning; Johan Lithner and Torulf Palm. Chapter 20. Learning from Variation: Differences in Learners'' Ways of Experiencing Differences; Ulla Runesson and Angelika Kullberg. Chapter 21. Contextualizing Mathematical Teaching and Learning; Andreas Ryve, Inger Wistedt, and Max Scheja.
Some Areas of Research in Sweden. Chapter 22. From Henschen to Middletown Mathematics: Swedish Research on Low Achievement; Anne Engström and Olof Magne. Chapter 23. Research on Mathematics Teacher Education in Sweden; Barbro Grevholm. Chapter 24. Using Tests and Tasks: Swedish Studies on Mathematics Textbooks; Eva Jablonka and Monica Johansson. Chapter 25.
National Assessment in Compulsory School; Astrid Pettersson and Lisa Björklund Boistrup. Some Recent Swedish Studies. Chapter 26. The Graduate School Effort to Promote an Interdisciplinary Field; Carl Bredahl. Chapter 27. Children''s Knowledge Building in Arithmetic in the Compulsory School and in the Special School for Intellectually Disabled in Sweden; Göta Eriksson. Chapter 28. A Theoretical Framework for the Study of Proof in Mathematics Education; Kirsti Hemmi.
Chapter 29. Students'' Perceptions of Limits; Kristina Juter. Chapter 30. The Roles of Prior Knowledge When Students Interpret Mathematical Texts; Magnus Österholm. Section III. Icelandic Research in Mathematics Education. Chapter 31. Mathematics Education in Iceland: Explaining the Non-Homogeneity in a Homogeneous System; Guðný Helga Gunnarsdóttir, Guðbjörg Pálsdóttir, and Bharath Sriraman.
Chapter 32. The History of Public Education in Mathematics in Iceland and Its Relations to Secondary Education; Kristín Bjarnadóttir. Chapter 33. Mathematics Teacher Education at Iceland University of Education: Recent Development of Mathematics Education Courses; Guðný Helga Gunnarsdóttir and Guðbjörg Pálsdóttir. Chapter 34. Developing Team-Teaching Through Self-Study; Hafdís Guðjónsdóttir, Jónína Vala Kristinsdóttir, and Edda Óskarsdóttir. Chapter 35. Teachers'' Development in Mathematics Teaching Through Reflective Discussions; Jónína Vala Kristinsdóttir.
Chapter 36. Relating Life Story and Pedagogical Vision: A Teacher''s Voice; Katrín Frímannsdóttir and Sigrún Aðalbjarnardóttir. Chapter 37. Professional Development: How Did Teachers'' Participation in the Professional Development Program Influence Their Teaching Practices?; Guðrún Angantýsdóttir. Chapter 38. Structures of Finnish and Icelandic Mathematics Lessons; Lasse Savola. Chapter 39. The Implementation of the Intended Curriculum in Teaching Materials: Authors'' Perspective; Guðný Helga Gunnarsdóttir.
Section IV. Danish Research in Mathematics Education. Chapter 40. Mathematics Education Research in Denmark: A Brief Introduction; Bettina Dahl and Bharath Sriraman. Chapter 41. Mathematical Modelling as a Goal in Mathematics Education: Developing Modelling Competency from Kindergarten to University; Morten Blomhøj and Tinne Hoff Kjeldsen. Chapter 42. Learning Mathematics Through Modeling: The Case of the Integral Concept; Morten Blomhøj and Tinne Hoff Kjeldsen.
Chapter 43. Recent Development in School Mathematics'' Roles and Relations; Lena Lindenskov and Mette Andresen. Chapter 44. Preparing In-Service Teachers for an Interdisciplinary Curriculum; Claus Michelsen. Chapter 45. Can Two Different Types of Mathematics Teacher Preparation in Denmark Integrate? A Discussion of Research-Based Teaching and Mathematics Competencies; Bettina Dahl. Chapter 46. Adults Learning Mathematics: Research and Education in Denmark; Tine Wedege.
Chapter 47. A Learning Landscape: Building Perspectives on Mathematics Learning in Multicultural Classrooms; Helle Alrø, Ole Skovsmose, and Paola Valero. Chapter 48. Critical Mathematics Education: In Terms of Concerns; Ole Skovsmose. Chapter 49. If a Quarter Crashes, So It Dies: Children''s Meaning Making in Mathematics Lessons; Troels Lange and Tamsin Meaney. Section V. Contributions from Finland.
Chapter 50. Making Mathematics through Progressive Technology; Lasse Ernoen and Lenni Haapasalo. Chapter 51. Design of Pedagogical Studies to Shift Mathematical Profiles Among Student Teachers; Lenni Haapasalo and Lasse Ernoen. Chapter 52. The Mathematical Development of Children Aged Between 6 and 15; Lisen Häggblom. Chapter 53. Painful Paradigm Shifts in the Teaching and Learning of Mathematics; Harry Silfverberg and Lenni Haapasalo.