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BOOK REVIEW

The learning and teaching of number. Paths less travelled through well-trodden terrain

Rina Zazkis, John Mason and Igor’ Kontorovich. Routledge, London, 2021. (IMPACT series). 228 pp. ISBN: 978-1-138-35346-6 (Paperback). $36.45.

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References

  • Cuoco, A. (2005). Mathematical connections: A companion for teachers and others companion. The Mathematical Association of America.
  • Funghi, S. & Ramploud, A. (2022). Synergy of two division algorithms in 4 th grade: opportunities and challenges. Twelfth Congress of the European Society for Research in Mathematics Education(CERME12), Feb 2022, Bozen-Bolzano, Italy. https://hal.archives-ouvertes.fr/hal-03748435
  • Hazzan, O., & Zazkis, R. (1999). A perspective on “give an example” tasks as opportunities to construct links among mathematical concepts. Focus on Learning Problems in Mathematics, 21(4), 1–14.
  • Jackiw, N., & Sinclair, N. (2014). TouchCounts [software application for the iPad]. Simon Fraser University. www.touchcounts.ca/index.html
  • Kilpatrick, J. (2019). A double discontinuity and a triple approach: Felix Klein’s perspective on mathematics teacher education. In H. G. Weigand, W. McCallum, M. Menghini, M. Neubrand, & G. Schubring (Eds.), The legacy of Felix Klein. ICME-13 Monographs. Springer, Cham, 215–226. https://doi.org/10.1007/978-3-319-99386-7_15
  • Lisarelli, G., Baccaglini-Frank, A., & Di Martino, P. (2021). From how to why: A quest for the common mathematical meanings behind two different division algorithms. Journal of Mathematical Behavior, 63, 100897. https://doi.org/10.1016/j.jmathb.2021.100897
  • Mason, J. (2002). Researching your own practice: The discipline of noticing. RoutledgeFalmer.
  • Mason, J. (2018). Applet: Number divisors lattice. PMTheta.com
  • Sinclair, N., & Zazkis, R. (2017). Everybody counts: Designing tasks for touchcounts. In A. Leung & A. Baccaglini-Frank (Eds.), Digital technologies in designing mathematics education tasks (pp. 175–191). Springer International Publishing.
  • Watson, A., & Mason, J. (2005). Mathematics as a constructive activity: Learners generating examples. Erlbaum.
  • Zazkis, R., & Gadowsky, K. (2001). Attending to transparent features of opaque representations of natural numbers. In A. Cuoco (Ed.), NCTM 2001 yearbook: The roles of representation in school mathematics (pp. 41–52). NCTM.
  • Zazkis, R., & Sirotic, N. (2010). Representing and defining irrational numbers: Exposing the missing link. Research in Collegiate Mathematics Education, 7, 1–27. https://doi.org/10.1090/cbmath/016/01

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