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Originally published in 1988, at the time addressing fundamental issues in establishing a framework for effective mathematics teaching, the chapters provided current research for mathematics instructors and suggestions for future research.
Edited by Douglas A. Grouws and Thomas J. Cooney Technical Editor - Douglas Jones
Acknowledgements. Series Foreword. Introduction Douglas A. Grouws 1. Teaching for Higher-Order Thinking in Mathematics: The Challenge for the Next Decade P. L. Peterson 2. Interaction, Construction, and Knowledge: Alternative Perspectives for Mathematics Education H. Bauersfeld 3. Expertise in Instructional Lessons: An Example From Fractions G. Leinhardt 4. Implications of Research on Pedagogical Expertise and Experience for Mathematics Teaching D.C. Berliner, P. Stein, D. Sabers, P. B. Clarridge, K. Cushing & S. Pinnegar 5. Content Determinants in Elementary School Mathematics A. Porter, R. Floden, D. Freeman, W. Schmidt & J. Schwille 6. Research and the Improvement of Mathematics Instruction: The Need for Observational Resources T. L. Good & B.J. Biddle 7. From Fragmentation to Synthesis: An Integrated Approach to Research on the Teaching of Mathematics C. Hoyles 8. Computer Usage in the Teaching of Mathematics: Issues That Need Answers J. W. Schofield & D. Verban 9. Cross-Cultural Studies of Mathematics Teaching and Learning: Recent Findings and New Directions J. W. Stigler & M. Perry 10. Can Teachers Be Professionals? T. A. Romberg 11. Pervasive Themes and Some Departure Points for Research into Effective Mathematics Teaching M. Nickson 12. An Agenda for Research on Teaching Mathematics T. J. Cooney, D. A. Grouws & D. Jones. Participants.
