Mathematics, mathematicians, and mathematics education
Author:
Hyman Bass
Journal:
Bull. Amer. Math. Soc. 42 (2005), 417430
MSC (2000):
Primary 97B10, 97B20, 01A65, 01A70
Published electronically:
June 23, 2005
Fulltext PDF
References 
Similar Articles 
Additional Information
 1.
Ball, D. L. and Bass, H. (2003). Toward a practicebased theory of mathematical knowledge for teaching. In B. Davis and E. Simmt (Eds.), Proceedings of the 2002 Annual Meeting of the Canadian Mathematics Education Study Group (pp. 314). Edmonton, AB: CMESG/GCEDM.
 2.
Hill, H., Rowan, B. and Ball, D. (in press). Effects of teachers' mathematical knowledge for teaching on student achievement. American Educational Research Journal.
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Hill, H. C., Schilling, S. and Ball, D. (2004). Developing measures of teachers' mathematical knowledge for teaching. Elementary School Journal.
 4.
Felix
Klein, Elementary mathematics from an advanced standpoint.
Arithmeticalgebraanalysis, Dover Publications, Inc., New York, N.
Y., 1953. Translated by E. R. Hedrick and C. A. Noble. MR 0055397
(14,1068e)
 5.
David
E. Rowe, A forgotten chapter in the history of Felix Klein’s
Erlanger Programm, Historia Math. 10 (1983),
no. 4, 448–454. MR 726337
(86b:01022), http://dx.doi.org/10.1016/03150860(83)90006X
 6.
David
E. Rowe, Felix Klein’s “Erlanger
Antrittsrede”, Historia Math. 12 (1985),
no. 2, 123–141 (English, with French and German summaries). A
transcription in German with English translation and commentary. MR 795134
(86k:01030), http://dx.doi.org/10.1016/03150860(85)900035
 7.
Howson, A. G. (2004). Klein and Freudenthal: Two rocks on which to build. Regular Lecture, ICME 10, Copenhagen, July 2004.
 8.
National Commission of Excellence in Education (1983). A Nation at Risk: The Imperative for Educational Reform. Washington, DC: U.S. Government Printing Office.
 9.
National Council of Teachers of Mathematics. Curriculum and Evaluation Standards for School Mathematics (1989). Professional Standards for Teaching Mathematics (1991). Assessment Standards for School Mathematics (1995). Reston, Virginia.
 10.
Conference Board of the Mathematical Sciences (2001). The Mathematical Education of Teachers. Mathematical Association of America, in cooperation with the American Mathematical Society, Providence, Rhode Island.
 1.
 Ball, D. L. and Bass, H. (2003). Toward a practicebased theory of mathematical knowledge for teaching. In B. Davis and E. Simmt (Eds.), Proceedings of the 2002 Annual Meeting of the Canadian Mathematics Education Study Group (pp. 314). Edmonton, AB: CMESG/GCEDM.
 2.
 Hill, H., Rowan, B. and Ball, D. (in press). Effects of teachers' mathematical knowledge for teaching on student achievement. American Educational Research Journal.
 3.
 Hill, H. C., Schilling, S. and Ball, D. (2004). Developing measures of teachers' mathematical knowledge for teaching. Elementary School Journal.
 4.
 Klein, Felix (1924). Elementary Mathematics from an Advanced Standpoint. ArithmeticAlgebraAnalysis. Translated from the 3rd German edition by E. R. Hedrick and C. A. Noble, Dover Publications, New York (1953), ix+274 pp. MR 0055397 (14,1068e)
 5.
 Rowe, David E. A forgotten chapter in the history of Felix Klein's Erlanger Programm. Historia Mathematica, Vol. 10 (1983), no. 4, 448454. MR 0726337 (86b:01022)
 6.
 Rowe, D., Felix Klein's ``Erlanger Antrittsrede'', a Transcription with English Translation and Commentary, Historia Mathematica, 12 (1985), 278291. MR 0795134 (86k:01030)
 7.
 Howson, A. G. (2004). Klein and Freudenthal: Two rocks on which to build. Regular Lecture, ICME 10, Copenhagen, July 2004.
 8.
 National Commission of Excellence in Education (1983). A Nation at Risk: The Imperative for Educational Reform. Washington, DC: U.S. Government Printing Office.
 9.
 National Council of Teachers of Mathematics. Curriculum and Evaluation Standards for School Mathematics (1989). Professional Standards for Teaching Mathematics (1991). Assessment Standards for School Mathematics (1995). Reston, Virginia.
 10.
 Conference Board of the Mathematical Sciences (2001). The Mathematical Education of Teachers. Mathematical Association of America, in cooperation with the American Mathematical Society, Providence, Rhode Island.
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Additional Information
Hyman Bass
Affiliation:
2413 School of Education, University of Michigan, 610 E. University, Ann Arbor, Michigan 481091259
DOI:
http://dx.doi.org/10.1090/S0273097905010724
PII:
S 02730979(05)010724
Received by editor(s):
February 25, 2005
Published electronically:
June 23, 2005
Additional Notes:
This paper is adapted from my plenary address at the International Congress on Mathematical Education in Copenhagen, 5 July 2004. Variants on this were presented also as my Retiring Presidential Address to the American Mathematical Society in Phoenix, Arizona, January 2004, and to the Center for Proficiency in the Teaching of Mathematics at the University of Michigan, December 2004. I am greatly indebted to my colleague Deborah Ball for generous discussions and critical feedback on its construction.
Article copyright:
© Copyright 2005
American Mathematical Society
The copyright for this article reverts to public domain 28 years after publication.
