First Published in 1989. We clearly know more today about teaching and learning mathematics than we did twenty years ago, and we are beginning to see the effects of this new knowledge at the classroom level. In particular, we can point to several significant sets of studies based on emerging theoretical frameworks. To establish such a framework, researchers must be provided with the opportunity to exchange and refine their ideas and viewpoints. Conferences held in Georgia and Wisconsin during the seventies serve as examples of the role such meetings can play in providing a vehicle for increased communication, synthesis, summary, and cross-disciplinary fertilization among researchers working within a specialized area of mathematical learning. This monograph holds selected papers from four more recent conferences on Research Agenda in Mathematics Education.

First Published in 1989. Routledge is an imprint of Taylor & Francis, an informa company.

"The monograph is a necessary resource for researchers and doctoral students in mathematics education and cognitive science."—CHOICE"All the volumes ... contain interesting, accessible studies and commentaries that should make rewarding reading for a wide range of educators."—Journal for Research in Mathematics Education