目次

Chapter 1: Mapping the Field and Documenting the Contribution – Peter Gates and Robyn JorgensenChapter 2: The social turn from up close and personal - Peter WinbourneChapter 3: Steve Lerman: the man and his work – Gilah LederChapter 4: Issues of equity and social justice in the construction of Steve Lerman – Peter GatesChapter 5: Tracing advances in the field of mathematics education – Charalampos SakonidisChapter 6: A speech act in mathematics education – David WagnerChapter 7: Steve through the yearsChapter 8: International Research Collaboration: An Australian Perspective – Robyn JorgensenChapter 9: Researching the role of the teacher on creating social just productive classroomsthat facilitate mathematics learning – Peter SullivanChapter 10: Turning mathematical knowledge for teaching social – Jill AdlerChapter 11: Knowledge construction: Individual or social? - Judith MousleyChapter 12: Intersubjectivity in mathematics teaching: meaning-making fromconstructivist and/or sociocultural perspectives? – Barbara JaworskiChapter 13: Learning as participatory transformation– a reflection inspired by Steve Lerman’s papers and practice - João Filipe MatosChapter 14: The philosophy of mathematics education: Stephen Lerman’s contributions - Paul ErnestChapter 15: Leman’s perspective on information and communication technology – Marcelo Borba and Ricardo ScucugliaChapter 16: Troubling Mathematics’ “learners” – Brent Davis