ABSTRACT
This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book provides two theoretical frameworks have been developed in the course of researching and developing mathematics teaching in primary and secondary schools in South Africa. It focuses on the relationship between extra- and intra-mathematical connections and the role of a teacher’s knowledge in the use of learning opportunities. The book also provides insights into empirical research on non-standard measurement in second grade of primary school and the connections related to the mathematical foundations of length measurement. It presents an empirical intervention study which addresses the problems of reasoning and proving in mathematics teacher education in Denmark. The book explores in particular if and how frameworks from classroom level can be transferred to the level of professional development. It also focuses on the relationship between mathematics teachers and mathematics education research. The book deals with the question of theoretical perspectives on learning.
