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Bulletin of the American Mathematical Society

ISSN 1088-9485(online) ISSN 0273-0979(print)



Mathematics, mathematicians, and mathematics education

Author: Hyman Bass
Journal: Bull. Amer. Math. Soc. 42 (2005), 417-430
MSC (2000): Primary 97B10, 97B20, 01A65, 01A70
Published electronically: June 23, 2005
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  • 1. Ball, D. L. and Bass, H. (2003). Toward a practice-based 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. 3-14). 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. Felix Klein, Elementary mathematics from an advanced standpoint. Arithmetic-algebra-analysis, Dover Publications, Inc., New York, N. Y., 1953. Translated by E. R. Hedrick and C. A. Noble. MR 0055397
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  • 8. National Commission of Excellence in Education (1983). A Nation at Risk: The Imperative for Educational Reform. Washington, DC: U.S. Government Printing Office.
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Additional Information

Hyman Bass
Affiliation: 2413 School of Education, University of Michigan, 610 E. University, Ann Arbor, Michigan 48109-1259

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.