Angol
Many in the mathematics community in the U.S. are involved in mathematics education in various capacities. This book will highlight the breadth of the work in K-16 mathematics education done by individuals in US departments of mathematical sciences. It will contain contributions by mathematicians and mathematics educators who work in areas such as teacher education, quantitative literacy, informal education, writing and communication, social justice, outreach and mentoring, tactile learning, art and mathematics, ethno-mathematics, scholarship of teaching and learning, and mathematics education research. Contributors will describe their work, its impact, and how it is perceived and valued. In addition, a mathematician who has become an administrator will write a chapter on the challenges of supporting, evaluating and appropriately rewarding work in mathematics education in departments of mathematical sciences, especially in departments where faculty scholarship more commonly takes other forms. § Our overarching goal is to inform the readership of the breadth of the work and to encourage discussion of its value to the mathematical community. We also hope to inspire new mathematicians entering their teaching careers. The book will stimulate opportunities for those doing this work to discuss its impact on learners and on their own career paths. The writing will be expository, not technical, and will be accessible and informative to a diverse audience of faculty and administrators in higher education. § The primary readership includes all those in departments of mathematical sciences in two or four year colleges and universities, and their administrators, as well as graduate teaching assistants. Researchers in education may also find topics of interest for their research. Another audience would be those doing work in mathematics education in schools of education, and teachers of secondary or middle school mathematics as well as those involved in their professional development.
