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This is a book full of ideas for introducing real world problems into mathematics classrooms and assisting teachers and students to benefit from the experience. Taken as a whole these contributions provide a rich resource for mathematics teachers and their students that is readily available in a single volume. Nowadays there is a universal emphasis on teaching for understanding, motivating students to learn mathematics and using real world problems to improve the mathematics experience of school students. However, using real world problems in mathematics classrooms places extra demands on teachers in terms of extra-mathematical knowledge e.g. knowledge of the area of applications, and pedagogical knowledge. Care must also be taken to avoid overly complex situations and applications. Papers in this collection offer a practical perspective on these issues, and more. While many papers offer specific well worked out lesson type ideas, others concentrate on the teacher knowledge needed to introduce real world applications of mathematics into the classroom. We are confident that mathematics teachers who read the book will find a myriad of ways to introduce the material into their classrooms whether in ways suggested by the contributing authors or in their own ways, perhaps through mini-projects or extended projects or practical sessions or enquiry based learning. We are happy if they do! This book is written for mathematics classroom teachers and their students, mathematics teacher educators, and mathematics teachers in training at pre-service and in-service phases of their careers.

Didactics of mathematics --- didactiek --- wiskunde --- 51:37 --- 51:37 Mathematics-:-Opvoeding en onderwijs --(algemeen) --- Mathematics-:-Opvoeding en onderwijs --(algemeen)

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51 --- 51:37 --- Mathematics --- Mathematics-:-Opvoeding en onderwijs --(algemeen) --- Science --- Study and teaching. --- 51:37 Mathematics-:-Opvoeding en onderwijs --(algemeen) --- 51 Mathematics

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Naar goede wiskundedidactiek is al veel onderzoek gedaan, maar in al die jaren dat docent Craig Barton voor de klas stond heeft hij zich daar – tot zijn grote schaamte – nooit echt in verdiept. Toen hij dat wel ging doen ging er een goudmijn voor hem open, en vond antwoorden op de vragen waar iedere wiskundeleraar wel mee worstelt. Hoe voorkom je wiskundefobie? Hoe bereid je leerlingen het beste voor op het examen? Hoe zet je formatieve evaluatie goed in? Wat is het geschikte moment om een realistische context te introduceren? Wat is de beste manier om iets uit te leggen? Hoe motiveer ik leerlingen voor mijn vak? En hoe zorg ik dat ze de stof beter gaan onthouden? In dit boek vertelt Barton hoe hij zijn leven heeft gebeterd en al deze wetenschappelijke inzichten in zijn lessen toepast. Daarbij maakt hij gebruik van vele praktische en herkenbare voorbeelden. Verplichte kost dus voor iedereen die zijn of haar wiskunde-onderwijs wil verbeteren, ongeacht zijn of haar favoriete getal.

Didactics of mathematics --- Mathematics --- wiskunde --- didactische werkvormen --- didactiek --- wiskunde ; secundair onderwijs ; didactiek --- Wiskunde --- Didactiek --- 51:37 --- 51:37 Mathematics-:-Opvoeding en onderwijs --(algemeen) --- Mathematics-:-Opvoeding en onderwijs --(algemeen)

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51:37 --- Mathematics-:-Opvoeding en onderwijs --(algemeen) --- Conferences - Meetings --- 51:37 Mathematics-:-Opvoeding en onderwijs --(algemeen) --- Mathematics --- Math --- Science --- Study and teaching&delete& --- Congresses --- Study and teaching --- Mathematics - Study and teaching - Congresses.

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On the occasion of the celebration of “Twenty Years of Didactique of Ma- ematics” in France, Jeremy Kilpatrick commented that though the works of Guy Brousseau are known through texts referring to them or mentioning their existence, the original texts are unknown, or known only with difficulty, in the non-Fren- speaking world. With very few exceptions, what has been available until now have been interpretations of the works of Brousseau rather than the works themselves. It was in response to this need that two of us, in the euphoria of an unforgettable Mexican evening at the time of the 1990 PME conference, decided to undertake the task of translating into English most of the works of Guy Brousseau. The ceuvre is immense, and once past the initial moments ofenthusiasm, with the accompanying ambition to produce the entire of it, we recognized the need to choose both the texts and a method of proceeding. As far as the texts go, we chose to take the period from 1970 to 1990, in the course of which it seemed to us that Brousseau had forged the essentials of the Theory of Didactical Situations. But even there the collection is huge. So, after an initial translation of most of the publications of the period, we carved out a selection, retaining the texts which gave the best presentation of the principles and key concepts of the Theory.

51 --- 51:37 --- 51:37 Mathematics-:-Opvoeding en onderwijs --(algemeen) --- Mathematics-:-Opvoeding en onderwijs --(algemeen) --- 51 Mathematics --- Mathematics --- Math --- Science --- Study and teaching --- Mathematics. --- Mathematics Education. --- Mathematics—Study and teaching . --- 51 Wiskunde. Mathematiek --- Wiskunde. Mathematiek