In this theoretical article, we argue that the imminent collapse of earth systems that sustain life forms calls for mathematics education as a field to reflect on and re-evaluate its priorities and thus practices. We consider both what ecological collapse means for mathematics education and whether mathematics education might offer meaningful…

For decades, mastery ambitions related to processes like problem-solving, modelling, and reasoning have been incorporated in mathematics curricula around the world. Meanwhile, such ambitions are hindered by syllabusism, a term I use to denote a conviction that results in mastery of a subject being equated with proficiency in a specific subject…

Assessment is a crucial factor in the implementation of curriculum reform. Little is known, however, on how curriculum changes can be reflected adequately in assessment, particularly if the reform concerns process skills. This issue was investigated for the case of assessing mathematical thinking in a mathematics curriculum reform for…

This paper aims to critique and develop neo-Vygotskian work in mathematics education from (i) within the Vygotskian and activity theoretic tradition, and where necessary from (ii) a Bourdieusian perspective. First, I critique Roth and Radford's (2011) version of Cultural-historical Activity Theory, suggesting that a classroom episode presented as…

This study brings together two lines of research on teachers' affective responses toward mathematics curriculum reforms: their concerns and their efficacy beliefs. Using structural equation modeling to analyze data on 151 elementary mathematics teachers' concerns and efficacy beliefs 5 years into a mandated curriculum reform on problem solving,…

School mathematics curriculum worldwide has failed to bridge the gap between school mathematics and out-of-school problem-solving activities. Presented is the need for a mathematics curriculum unifying the civil, academic, bureaucratic, and school social domains to prepare students as functional citizens. (MDH)

The author surveys some aspects of both product evaluation and process investigation as they impinge on mathematics education and curriculum development. Discussion includes summative and formative evaluation, investigating the learning process, and problems inherent in both areas. (JG)

A case is presented for the importance of focusing on: (1) average ability students; (2) substantive mathematical content; (3) real problems; and (4) realistic settings and solution procedures for research in problem solving. Suggestions for ways to modify existing applied problem solving materials are given. (MP)

A report on the early stages of a research project, The Skills and Procedures of Mathematical Problem Solving in pupils of 9-13 years (SPMPS), is given. The article explores the background to the need for such a project, both from a mathematical and pedagogical point of view. (Author/MK)

Presented is the development of school geometry in contemporary Greece since the era in which the secondary education system was established (1836). Identified and interpreted are the reasons for the endurance of Euclid's Elements as the basic component of school geometry in Greece. (KR)