This open access book examines the modern role of the European School system within the European Union, at a time when the global economy demands a new vision for contemporary education. The European schools are currently in a state of crisis: their 60-year-old tradition of bilingual and multilingual education is being strained by rapid EU expansion and the removal of English speaking teachers as a result of Brexit. Their tried and tested model of mathematics and science education has rapidly been overtaken by new developments in pedagogy and assessment research, while recruitment and retention of students and teachers has become increasingly fraught as European member states review what they are, and what they are not, prepared to fund. The authors draw on original and empirical research to assess the European Schools’ place in a new Europe where the entire post-war European Project is potentially at risk. This well-researched volume will be of interest to practitioners working in European schools as well as students and scholars of EU politics and international education.

This twenty-third ICMI Study addresses for the first time mathematics teaching and learning in the primary school (and pre-school) setting, while also taking international perspectives, socio-cultural diversity and institutional constraints into account. One of the main challenges of designing the first ICMI primary school study of this kind is the complex nature of mathematics at the early level. Accordingly, a focus area that is central to the discussion was chosen, together with a number of related questions. The broad area of Whole Number Arithmetic (WNA), including operations and relations and arithmetic word problems, forms the core content of all primary mathematics curricula. The study of this core content area is often regarded as foundational for later mathematics learning. However, the principles and main goals of instruction on the foundational concepts and skills in WNA are far from universally agreed upon, and practice varies substantially from country to country. As such, this study presents a meta-level analysis and synthesis of what is currently known about WNA, providing a useful base from which to gauge gaps and shortcomings, as well as an opportunity to learn from the practices of different countries and contexts.

This survey provides a brief and selective overview of research in the philosophy of mathematics education. It asks what makes up the philosophy of mathematics education, what it means, what questions it asks and answers, and what is its overall importance and use? It provides overviews of critical mathematics education, and the most relevant modern movements in the philosophy of mathematics. A case study is provided of an emerging research tradition in one country. This is the Hermeneutic strand of research in the philosophy of mathematics education in Brazil. This illustrates one orientation towards research inquiry in the philosophy of mathematics education. It is part of a broader practice of ‘philosophical archaeology’: the uncovering of hidden assumptions and buried ideologies within the concepts and methods of research and practice in mathematics education. An extensive bibliography is also included.

Panayam kay Michael Delos Reyes tungkol sa prusisyon at lipunang Pilipino. Siya rin ang may-akda ng librong Prusisyon : Paghahanda at Pagdiriwang na naparangalan bilang Cardinal Sin Book Award Liturgy Category. Bahagi ito ng serye ng PAMANA: Kalinangan ng Mendez, Cavite, isang dokumentaryong pampelikulang tungkol sa bayan ng Mendez sa kolaborasyon nina Deborrah Sadile Anastacio at Dexter Cayanes (direktor). Nalikha ito sa tulong ng SALIKHA:CHED-NCCA Grants for Creative Projects of the K to 12 Transition Program. Nilalayon din ng video na magamit bilang materyal-panturo. Isa itong materyal na may copyright ©, kailangang direktang kontakin ang may-ari ng video kung gagamitin itong materyal o para sa anumang gagawing alterasyon o modipikasyon.

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