Commentary on Theories of Mathematics Education

Subject Index 667
574, 581–582, 585–587, 596–597,
599, 603, 607, 609–610, 621, 623,
626–627, 629, 633–634
design, 67, 77, 88, 166
fields, 107, 116, 161, 215, 217, 486, 489–
490, 502
framework, 69–71, 90–93, 352, 370, 537,
551
methodology, 75, 133, 148, 156, 162, 164
Royaumont Seminar, 18, 21, 629
Rules, 36, 44–45, 57, 59, 69, 100–101, 114,
127–128, 134, 138, 140, 148, 173,
178, 186, 199, 219, 222, 225, 253,
265, 267, 273, 305, 372, 439–440,
470, 488, 496–497, 516, 537, 541,
543–545, 547, 565, 568, 570–573,
576, 578–579, 585, 594, 601, 609,
632–633
S
Schema, 22, 174, 176, 178, 180–181, 190, 194,
197–199, 324, 582
Scientificity, 390, 392–393
Semiosis, 46, 212
Semiotic, 44, 57, 103, 211–215, 217, 220, 233–
235, 387, 495–496, 511, 516, 540,
542–543, 547–549, 555, 557, 598,
642
Shankara, 387
Social, ix, 3, 4, 8, 10, 14–15, 17, 23, 25–26, 36–
37, 39–41, 43–46, 49–51, 53–57, 59,
60, 68, 71–72, 77–80, 92–93, 100,
102–108, 114–116, 121–124, 126,
131, 134, 152, 160, 162–164, 166,
171, 174, 186, 200–201, 204, 211,
213, 218, 220, 235–236, 265, 274,
292–294, 299, 300, 305, 309, 316,
318, 324, 336, 358, 370, 383–387,
397–398, 423, 436, 448–449, 453,
456, 458, 462–464, 468, 470–473,
484, 487, 489, 494, 497, 511, 520–
521, 523–524, 529–531, 533, 543–
545, 552–553, 556, 568, 582, 584,
621–629, 633–635, 640, 642–643
factors, 292, 397, 423, 463, 468, 520, 635
identities, ix, 25, 44, 55–56, 115, 124, 385,
453
justice, ix, 26, 470, 472, 621–625, 642–643
mediation, 44, 103
practices, 23, 54, 57, 59, 72, 103, 114, 449,
472, 511, 530–531, 544–545, 640
system, 26, 385, 387, 543, 625
turn, 103, 107–108, 114
Socio-cultural theory, 53–54, 56, 60, 102
Sociology, 10, 16, 26, 53, 56, 66, 68, 93, 101,
103, 105, 113–114, 116, 154, 343,
548, 551, 556, 609, 625, 642
SOLO model, 171–176, 178, 182–183, 185–
186, 190
Solution strategies, 255, 441
State of the art, 206, 509
State-space diagram, 243
Statistical reasoning, 279–281, 283, 299
Stokes’ model, 81–83, 89, 343
Structuralism, 105
Structuralist, 18, 485, 497, 499, 516, 540, 542,
544–545, 547–549, 552, 555, 557,
583, 608
Subjectivity, 59, 60, 108, 318, 353–354
Symbolic technology, 213, 220, 233, 235
T
Tacit knowing, 600–603, 613, 617
Talent development, 593
Teacher, 13, 20–22, 35–36, 46, 70, 100, 124–
126, 128, 131–132, 139, 141, 148,
152–153, 163, 165, 172, 185–186,
198, 236, 254–255, 267, 294–295,
300–301, 346–352, 360–365, 372,
386, 392, 397–398, 401–423, 425,
436, 438–439, 443–444, 455, 457,
469, 472, 474, 510–511, 520, 524–
527, 532, 540–547, 553, 555, 557,
572, 593, 598, 601, 603, 607–608,
614, 618, 624, 626, 629, 635
beliefs, 21, 256, 398, 404–410, 412–422,
424–425, 455, 626
knowledge, 22, 46, 153, 172, 198, 392, 398,
403–404, 407–408, 417–422, 425,
438, 510, 544, 555, 634–635
professional development, 162–164, 346,
402, 412, 425
Teaching
experiment, 88, 92, 147, 152–153, 360, 404
models, 74, 300, 324, 344, 360, 382, 421–
423, 443, 565–566, 582
through problem solving, 255–256
Technological, 81–82, 89, 129, 144, 154, 211,
218, 223–224, 235, 269, 314, 343,
425, 433, 470–471, 532, 625, 630–
632, 639–641
environments, 211, 235
tools, 218, 223, 425, 640
Technology, 13, 21, 26, 56, 82, 123, 129, 145–
147, 211–213, 217–218, 220–222,
228, 230, 233, 235, 279, 300, 322,
336, 453, 498, 563, 621–622, 625,
629–632, 639–640