Reston, Va., June 25, 2007– The Second Handbook of Research on Mathematics Teaching and Learning is now available from the National Council of Teachers of Mathematics (NCTM). The new handbook is an update of NCTM´s groundbreaking publication of the original handbook in 1992.
In the era of No Child Left Behind and increased accountability, the two volumes will be a valuable resource for math education researchers as well as those outside the immediate community. It will help researchers who, today more than ever before, are being urged to gather and analyze data to evaluate instructional practices and curricula. In addition, it will become an essential tool for a wide range of decision makers, including teacher educators, curriculum developers, state and national policy makers, test developers, and others involved in assessment.
"The Second Handbook of Research on Mathematics Teaching and Learning picks up where the 1992 handbook leaves off, focusing on research contributions and trends during the past 15 years," says editor Frank K. Lester. "Among the 58 researchers who contributed to the set are many of the most prominent researchers in the field as well as some of the most influential members of the mathematics education community."
The updated handbook includes 31 chapters on a wide array of subjects. The chapters address some of today´s most pressing questions in math education:
How is a teacher´s mathematical knowledge assessed? How do curriculum, culture, and race influence student learning? How can assessments measure and support learning? The handbook is organized around six major themes, including new areas of research that have burgeoned since the 1992 volume, such as early childhood math learning, early algebra and algebraic reasoning, and the learning and teaching of proof. The 1,324 page two-volume set, published by Information Age Publishers, is available for purchase from the NCTM Catalog at my.nctm.org. Review copies are available for a cost.
Editor Frank K. Lester, Jr. is a former editor of the Journal for Research in Mathematics Education, the only journal in the United States devoted exclusively to research on mathematics teaching and learning. He is professor of mathematics education at Indiana University.
The National Council of Teachers of Mathematics was founded in 1920 and is a nonprofit, nonpartisan education association. With 100,000 members and more than 240 Affiliates in the United States and Canada, NCTM is the world´s largest organization dedicated to improving mathematics education for all students. The Council´s Principles and Standards for School Mathematics provides guidelines for excellence in mathematics education.