This open access book is about the shaping of international relations in mathematics over the last two hundred years. It focusses on institutions and organizations that were created to frame the international dimension of mathematical research. Today, striking evidence of globalized mathematics is provided by countless international meetings and the worldwide repository ArXiv. The text follows the sinuous path that was taken to reach this state, from the long nineteenth century, through the two wars, to the present day. International cooperation in mathematics was well established by 1900, centered in Europe. The first International Mathematical Union, IMU, founded in 1920 and disbanded in 1932, reflected above all the trauma of WW I. Since 1950 the current IMU has played an increasing role in defining mathematical excellence, as is shown both in the historical narrative and by analyzing data about the International Congresses of Mathematicians. For each of the three periods discussed, interactions are explored between world politics, the advancement of scientific infrastructures, and the inner evolution of mathematics. Readers will thus take a new look at the place of mathematics in world culture, and how international organizations can make a difference. Aimed at mathematicians, historians of science, scientists, and the scientifically inclined general public, the book will be valuable to anyone interested in the history of science on an international level.

This is an open access book available under the terms of a CC BY-NC-ND 4.0 International licence. It is free to read on the Oxford Academic platform and offered as a free PDF download from OUP and selected open access locations. Following the centenary of the International Union of Pure and Applied Physics, this volume features contributions from leading science historians from around the world on the changing roles of the institution in international affairs from its foundation in 1922 to the present. The case studies presented in this volume show the multitude of functions that IUPAP had and how these were related to the changing international political contexts. The book is divided into three parts. The first discusses the interwar period demonstrating how the exclusion of communities of the Central Powers from international scientific institutions imposed by victorious allied countries made IUPAP ineffective until the end of World War II. The second part analyzes the changing roles assumed by IUPAP starting from its complete renovation after World War II. Case studies covering the role of IUPAP in physics education, in metrology, in joint commissions with other unions and in defining the complex relations between pure and applied physics provide examples of IUPAP's impact on the world of science. Part III squarely addresses the science diplomacy aspects of IUPAP during the Cold War highlighting the importance of IUPAP in furthering diplomatic goals and explaining the origin of the pursuit of the free circulation of scientists as the activity that characterized the main function of international unions during the Cold War. Highlighting how often scientific agendas and political imperatives were entangled in the activities of IUPAP, the book analyzes the work of the Union as exercises of science diplomacy, thus contributing to the current debate on the use of science and technology in international relations.

What comes first, class management or student engagement? How can the ‘real world’ be used to engage learners? What is the role of technology in engaging students? And is ‘understanding’ or ‘exam success’ more engaging? In the modern world, success in school mathematics can determine life chances. It is therefore vital to engage children and young people in learning mathematics. Engaging in Mathematics in the Classroom brings together the debates concerning mathematical engagement and draws on first-hand experience and key research to promote successful classroom practice. It considers what engagement looks like at different ages and the implications of this for the classroom. Accessibly written with examples of successful classroom practice, activities and projects, the book covers: Planning and managing engagement in learning; Mathematical understandings and meanings; Early Primary and the number system; Primary/Secondary Transition and geometrical thinking; Secondary school: Adolescence and algebraic activity; Post-16 and infinity; Learning across the lifespan. Written by a leading authority in the field, this timely text will be essential reading for all trainee and practising teachers of mathematics.

This multidisciplinary collection of essays provides a critical and comprehensive understanding of how knowledge has been made, moved and used, by whom and for what purpose. To explain how new knowledge emerges, this volume offers a two-fold conceptual move: challenging both the premise of insurmountable differences between confined, autarkic cultures and the linear, nation-centered approach to the spread of immutable stocks of knowledge. Rather, the conceptual focus of the book is on the circulation, amalgamation and reconfiguration of locally shaped bodies of knowledge on a broader, global scale. The authors emphasize that the histories of interaction have been made less transparent through the study of cultural representations thus distorting the view of how knowledge is actually produced. Leading scholars from a range of fields, including history, philosophy, social anthropology and comparative culture research, have contributed chapters which cover the period from the early modern age to the present day and investigate settings in Africa, Asia, and Europe. Their particular focus is on areas that have largely been neglected until now. In this work, readers from many disciplines will find new approaches to writing the global history of knowledge-making, especially historians, scholars of the history and philosophy of science, and those in culture studies.

Designed for the 21st century classroom, this textbook poses, refines, and analyzes questions of sustainability in a quantitative environment. Building mathematical knowledge in the context of issues relevant to every global citizen today, this text takes an approach that empowers students of all disciplines to understand and reason with quantitative information. Whatever conclusions may be reached on a given topic, this book will prepare the reader to think critically about their own and other people’s arguments and to support them with careful, mathematical reasoning. Topics are grouped in themes of measurement, flow, connectivity, change, risk, and decision-making. Mathematical thinking is at the fore throughout, as students learn to model sustainability on local, regional, and global scales. Exercises emphasize concepts, while projects build and challenge communication skills. With no prerequisites beyond high school algebra, instructors will find this book a rich resource for engaging all majors in the mathematics classroom. From the Foreword No longer will you be just a spectator when people give you quantitative information—you will become an active participant who can engage and contribute new insights to any discussion.[...] There are many math books that will feed you knowledge, but it is rare to see a book like this one that will help you cultivate wisdom.[...] As the authors illustrate, mathematics that pays attention to human considerations can help you look at the world with a new lens, help you frame important questions, and help you make wise decisions. Francis Edward Su, Harvey Mudd College

ALAN 1. BISHOP The first International Handbook on Mathematics Education was published by Kluwer Academic Publishers in 1996. However, most of the writing for that handbook was done in 1995 and generally reflected the main research and development foci prior to 1994. There were four sections, 36 chapters, and some 150 people contributed to the final volume either as author, reviewer, editor, or critical friend. The task was a monumental one, attempting to cover the major research and practice developments in the international field of mathematics education as it appeared to the contributors in 1995. Inevitably there were certain omissions, some developments were only starting to emerge, and some literatures were only sketchy and speculative. However that Handbook has had to be reprinted three times, so it clearly fulfilled a need and I personally hope that it lived up to what I wrote in its Introduction: The Handbook thus attempts not merely to present a description of the international 'state-of-the-field', but also to offer synthetic and reflective overviews on the different directions being taken by the field, on the gaps existing in our present knowledge, on the current problems being faced, and on the future possibilities for development. (Bishop et aI. , 1996) Since that time there has been even more activity in our field, and now seems a good time to take stock again, to reflect on what has happened since 1995, and to create a second Handbook with the same overall goals.

The four sections in this Third International Handbook are concerned with: (a) social, political and cultural dimensions in mathematics education; (b) mathematics education as a field of study; (c) technology in the mathematics curriculum; and (d) international perspectives on mathematics education. These themes are taken up by 84 internationally-recognized scholars, based in 26 different nations. Each of section is structured on the basis of past, present and future aspects. The first chapter in a section provides historical perspectives (“How did we get to where we are now?”); the middle chapters in a section analyze present-day key issues and themes (“Where are we now, and what recent events have been especially significant?”); and the final chapter in a section reflects on policy matters (“Where are we going, and what should we do?”). Readership: Teachers, mathematics educators, ed.policy makers, mathematicians, graduate students, undergraduate students. Large set of authoritative, international authors.​

ALAN J. BISHOP Monash University, Clayton, Victoria, Australia RATIONALE Mathematics Education is becoming a well-documented field with many books, journals and international conferences focusing on a variety of aspects relating to theory, research and practice. That documentation also reflects the fact that the field has expanded enormously in the last twenty years. At the 8th International Congress on Mathematics Education (ICME) in Seville, Spain, for example, there were 26 specialist Working Groups and 26 special ist Topic Groups, as well as a host of other group activities. In 1950 the 'Commission Internationale pour I 'Etude et l' Amelioration de l'Enseignement des Mathematiques' (CIEAEM) was formed and twenty years ago another active group, the 'International Group for the Psychology of Mathematics Education' (PME), began at the third ICME at Karlsruhe in 1976. Since then several other specialist groups have been formed, and are also active through regular conferences and publications, as documented in Edward Jacobsen's Chapter 34 in this volume.

Reform-based mathematics has become a popular topic in the education field as this teaching emphasizes classroom discourse and instructional goals related to student engagement and an understanding of mathematical reasoning, concepts, and procedures using instructional practices that build on students’ informal knowledge of mathematics. It also connects mathematics with other disciplines and the real world and provides opportunities for students to contribute and invent their own methods during problem-solving. Further study on the best practices, benefits, and challenges of implementing this teaching into education is required. Global Perspectives and Practices for Reform-Based Mathematics Teaching explores international perspectives on diverse reform-based practices in teaching and learning mathematics, describes challenges and issues for teachers and teacher educators, promotes reflection and academic discussion at various levels and in various educational systems, and raises questions for the field of mathematics education. Covering a range of topics such as teacher preparation programs and integrated learning spaces, this reference work is ideal for academicians, practitioners, researchers, instructors, educators, and students.

Study abroad programs offer a unique opportunity for students to immerse themselves within different cultural backgrounds as they continue to further their education. By experiencing this first-hand, in-service and pre-service educators are better prepared to address diversity issues within their classrooms. The Handbook of Research on Efficacy and Implementation of Study Abroad Programs for P-12 Teachers highlights program developments geared towards pre-service and in-service teachers. Featuring the pedagogical opportunities available to participants and the challenges encountered during the development and implementation of study abroad programs, this publication is a critical reference source for pre-service and in-service teachers, school administrators, higher education faculty, educational researchers, and educators in multicultural and international education programs.