About this series
Mathematics and science education are in a state of change. Received models of teaching, curriculum, and researching in the two fields are adopting and developing new ways of thinking about how people of all ages know, learn, and develop. The recent literature in both fields includes articles focusing on issues and using theoretical frames that were unthinkable a decade ago. For example, we see an increase in the use of semiotics as a theoretical tool to understand how students learn, how textbooks are written, and how different forms of knowledge are interconnected. Science and mathematics educators also have turned to issues such as identity and emotion as salient to the way in which people of all ages display and develop knowledge ability. And they use dialectical or phenomenological approaches to answer ever arising questions about learning and development in science and mathematics. The purpose of this series is to invite and encourage the publication of books that are close to the cutting edge of both fields. The series will be a leader in contributing cutting edge work—rather than out-of-date reproductions of past states of the art—shaping (producing) both fields as much as reproducing them, thereby closing the traditional gap that exists between journal articles and books in terms of their salience about what is new. The series is intended not only to foster books concerned with knowing, learning, and teaching in schools but also with learning in the two fields across the lifespan (e.g., science in kindergarten; mathematics at work); and it is to be a vehicle for publishing books that fall between the two domains—such as when scientists learn about graphs and graphing as part of their work.