The Fourth International Conference on the History of Mathematics Education was hosted by Academy of Sciences and University of Turin (Italy). About 50 senior and junior researchers from 16 countries met for four days to talk about one topic: the history of mathematics education. In total 44 contributions were presented. The themes were Ideas, people and movements, Transmission of ideas, Teacher education, Geometry and textbooks, Textbooks – changes and origins, Curriculum and reform, Teaching in special institutions, and Teaching of geometry. In this volume you find 28 of the papers, all of them peer-reviewed. Since the first international conference on the history of mathematics education, the aim has been to develop this area of research, to attract more researchers and provide new insights that stimulate further “digging”. It is therefore very pleasing that so many new young researchers joined the conference, presenting results from ongoing or recently finished PhD projects. This makes us confident about a prosperous future of this research area as we look forward to the Fifth International Conference on the History of Mathematics Education, to be held in Utrecht, the Netherlands, in September 2017. Previous international conferences on the history of mathematics education: 2009 in Garðabær (Iceland) 2011 in Lisbon (Portugal) 2013 in Uppsala (Sweden)

The history of mathematics education is an interdisciplinary research area that is experiencing a significant development and this book presents recent work in this area. This book is the result of the seventh conference ICHME (International Conference on the History of Mathematics Education) that took place at Erbacher Hof, Mainz (Germany) from 19th to 23rd of September 2022. Nowadays, the history of education is of the utmost importance for assessing the general development of the educational system(s) in which mathematics education occurs. Usually, the history of education is confined to history within a given civilization, country or nation. However, the quality of the research for a given nation is enhanced when situated among various specific cases, and comparative studies provide essential tools to broaden the perspectives to an international level. Moreover, mathematics, as a school discipline, has always functioned at the crossroads between general education and professional training, thus relating its teaching history to professional working environments as well. The 24 chapters in this book reflect this wide area of research.

On the 45th anniversary of its initial publication in Swedish, Sven Lindqvist's polemic on history, politics and power is finally available in English for the first time. This volume brings Dig Where You Stand, Sven Lindqvist's classic text on history, power and politics, to English-speaking audiences for the first time. First published in 1978, Dig Where You Stand is a rallying cry for workers to become researchers, to follow the money, take on the role as experts on their job, and "dig" out its hidden histories in order to take a vital step towards social and economic transformation. A how-to guide that inspired an entire movement, it makes the case that everyone – not just academics – can learn how to critically and rigorously explore history, especially their own history, and in doing so find a blueprint for how to transform society for the better. In a world where the balance of power is overwhelmingly stacked against the working-class, Dig Where You Stand's manifesto for the empowerment of workers through self-education, historical research and political solidarity is as important and relevant today as it was in 1978.

For anyone interested in the history and effects of the introduction of so-called “Modern Mathematics” (or “Mathématique Moderne,” or “New Mathematics,” etc.) this book, by Dirk De Bock and Geert Vanpaemel, is essential reading. The two authors are experienced and highly qualified Belgian scholars and the book looks carefully at events relating to school mathematics for the period from the end of World War II to 2010. Initially the book focuses on events which helped to define the modern mathematics revolution in Belgium before and during the 1960s. The book does much more than that, however, for it traces the influence of these events on national and international debates during the early phases of the reform. By providing readers with translations into English of relevant sections of key Continental documents outlining the major ideas of leading Continental scholars who contributed to the “Mathématique Moderne” movement, this book makes available to a wide readership, the theoretical, social, and political backdrops of Continental new mathematics reforms. In particular, the book focuses on the contributions made by Belgians such as Paul Libois, Willy Servais, Frédérique Lenger, and Georges Papy. The influence of modern mathematics fell away rapidly in the 1970s, however, and the authors trace the rise and fall, from that time into the 21st century, of a number of other approaches to school mathematics—in Belgium, in other Western European nations, and in North America. In summary, this is an outstanding, landmark publication displaying the fruits of deep scholarship and careful research based on extensive analyses of primary sources.

This book describes and analyses the history of Dutch mathematics education from the point of view of the changing motivations behind the teaching of mathematics over a 200 year period. During the course of the 19th century, mathematics in the Netherlands developed from a topic for practitioners into a school topic that was taught to almost all pupils of secondary education. As mathematics teaching gradually lost its practical orientation and became more and more motivated on the basis of its supposed formative value, the HBS (Hogere Burgerschool), the Dutch variant of the German Realschule, became the dominant school of thought for mathematics pedagogy. This book examines the gradual development of the field, culminating in the country-wide adoption of Realistic Mathematics Education as the new method of mathematics teaching. This book is important for anyone who is interested in the history of mathematics education. It provides an interesting perspective on the development of mathematics education in a country that, in many aspects, went its own way.

This book is a collection of scholarly studies in the history of mathematics education, very abbreviated versions of which were presented at the ICMI Congress in 2021. The book discusses issues in education in Brazil and Belgium, in Poland and Spain, in Russia and the United States. Probably the main factor that unifies the chapters of the book is their attention to key moments in the formation of the field of mathematics education. Topics discussed in the book include the formation and development of mathematics education for women; the role of the research mathematician in the formation of standards for writing textbooks; the formation of curricula and the most active figures in this formation during the New Math period; the formation of certain distinctive features of curricula in Poland; the formation of the views of David Eugene Smith and the influence of European mathematics education on him; the formation of the American mathematics community; and the creation of such forms of student assessment as entrance exams to higher educational institutions. The book is of interest not only to historians of mathematics education, but also to wide segments of specialists in other areas of mathematics education.

This work examines the main directions of research conducted on the history of mathematics education. It devotes substantial attention to research methodologies and the connections between this field and other scholarly fields. The results of a survey about academic literature on this subject are accompanied by a discussion of what has yet to be done and problems that remain unsolved. The main topics you will find in “ICME-13 Topical Survey” include: • Discussions of methodological issues in the history of mathematics education and of the relation between this field and other scholarly fields. • The history of the formation and transformation of curricula and textbooks as a reflection of trends in social-economic, cultural and scientific-technological development. • The influence of politics, ideology and economics on the development of mathematics education, from a historical perspective. • The history of the preeminent mathematics education organizations and the work of leading figures in mathematics education. • Mathematics education practices and tools and the preparation of mathematics teachers, from a historical perspective.

Ride Alchemy is the ultimate resource guide. It provides a detailed tool kit for indoor cycling teachers and enthusiasts, complete with 26 fully laid out workouts that are endlessly challenging, satisfying and varied, and that include QR links to incredible music playlists. Hana explains how you can transform your outlook not just on your workout, but on your entire life. ridealchemy.com

Ben Greenman's monumental yet intimate book on Prince comes a year after the star's death at the age of 57 in an elevator at the legendary Paisley Park complex. With the release of a string of critically acclaimed albums and a new solo tour, the Minneapolis Genius looked set for a renaissance after a quiet-ish (by his standards) decade or so. And then: the silence, forever. Dig If U Will The Picture is a portrait of The Artist, who was also the artist who will be remembered by many as the brightest, most seductive and enigmatic pop star of his generation. In thematically structured chapters, Ben Greenman anatomizes a career and an aesthetic that at times seemed otherworldly. Drawing on over 40 studio albums, a repertoire of 2,000 plus live shows and close analysis of the unreleased highlights of the Vault, Dig If U Will the Picture is a critical consideration of Prince's art, a testimony to the author's deep and abiding personal connection to the work, and a fitting memorial.

Some 40 years ago, I, as a searching, seeking, questioning, mortal started with studying the Bible. The Old and New Testaments. Then, just the New Testament, then just Jesus’ Sayings. I then started to dig back into the New Testament where I found just the sayings of Mary, Joseph, John the Baptist and compared their contents and volume to Just the Sayings of Jesus... What I found led me to continue digging on into the writing letters–Epistles of Paul and Peter, etc. These excavations and Scriptural expose, which some might even call controversial, have been collected into what I call The Great Bible Dig. Dig One of The Great Bible Dig uncovers some interesting questions concerning the Brain, Life and Jesus and allows the reader to ask the question WHY. Dig Two of The Great Bible Dig uncovers Words, puzzling words as well as preserving words and allows the reader to ask the question WHAT. Dig Three of The Great Bible Dig allows one to SEARCH, His Sayings and your thinkings, and will give the reader a useful alternative for changing one's thought and thinkings. Dig Four of The Great Bible Dig allows one to SEEK His Light, His Truth and His Righteousness .