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Preface to Part XIII

Studying Goals and Beliefs in the Context of Complexity

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Theories of Mathematics Education

Part of the book series: Advances in Mathematics Education ((AME))

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Abstract

Some prefatory comments about the complexity of mathematics teaching set a context for consideration and interpretation of the article by Günter Törner, Katrin Rolka, Bettina Rösken, and Bharath Sriraman that follows.

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References

  • Alston, A., Goldin, G. A., Jones, J., McCulloch, A., Rossman, C., & Schmeelk, S. (2007). The complexity of affect in an urban mathematics classroom. In T. Lamberg & L. R. Wiest (Eds.), Proceedings of the 29 th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 326–333). Stateline (Lake Tahoe), NV: University of Nevada, Reno.

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Author information

Authors and Affiliations

  1. Center for Mathematics, Science, and Computer Education, Rutgers University, New Brunswick, NJ, USA

    Gerald A. Goldin

Authors
  1. Gerald A. Goldin
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Correspondence to Gerald A. Goldin .

Editor information

Editors and Affiliations

  1. Dept. Mathematical Sciences, University of Montana-Missoula, Missoula, 59812-0864, U.S.A.

    Bharath Sriraman

  2. Centre for Learning Innovation, Queensland University of Technology, Victoria Park Road, Kelvin Grove, 4059, Australia

    Lyn English

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© 2010 Springer-Verlag Berlin Heidelberg

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Goldin, G.A. (2010). Preface to Part XIII. In: Sriraman, B., English, L. (eds) Theories of Mathematics Education. Advances in Mathematics Education. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-00742-2_37

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  • DOI: https://doi.org/10.1007/978-3-642-00742-2_37

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  • Publisher Name: Springer, Berlin, Heidelberg

  • Print ISBN: 978-3-642-00741-5

  • Online ISBN: 978-3-642-00742-2

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