Preliminary Material / Stephen Lerman and Brent Davis -- Mathematics Education:Theory, Practice & Memories Over 50 Years / John Mason -- The Development of Mathematical Thinking / David Tall -- The Excircle Problem / Derek Holton , Michael Thomas and Anthony Harradine -- Just Enjoying The Mathematics / Tim Rowland -- Self-Study as a Basis of Prospective Mathematics Teachers’ Learning of Problem Solving for Teaching / Olive Chapman -- Visualisations as Examples of Employing Students’ Powers to Generalize / Elke Söbbeke and Heinz Steinbring -- Towards a Curriculum in Terms of Awareness / Dave Hewitt -- Abstraction Beyond a Delicate Shift of Attention / Tommy Dreyfus and John Monaghan -- Gaining Insight into Teaching and Learning Mathematics at University Level Through Mason’s Inner Research / Elena Nardi -- Breaking The Addition Addiction / Marta Molina , Rebecca Ambrose , Encarnación Castro and Enrique Castro -- Towards an Aesthetics of Education / Alf Coles -- Spirituality and Student-Generated Examples / Laurinda Brown -- Lesson Play / Rina Zazkis , Nathalie Sinclair and Peter Liljedahl -- Analyzing and selecting Tasks for Mathematics Teaching / Pedro Gómez and María José González -- Cultures of Generality and Their Associated Pedagogies / David Pimm and Nathalie Sinclair -- Noticing / Andy Begg -- Thinking Mathematically, Disciplined Noticing and Structures of Attention / Anne Watson -- Contributors and Acknowledgments / Stephen Lerman and Brent Davis -- Author Index / Stephen Lerman and Brent Davis -- Index / Stephen Lerman and Brent Davis.

John Mason has been a prominent figure in the research field of mathematics education for several decades. His principal focus has been thinking about mathematical problems, supporting those who wish to foster and sustain their own thinking and the thinking of others. Among the many markers of his esteemed career was the 1984 publication of Thinking Mathematically (with Leone Burton and Kaye Stacey). It has become a classic in the field, having been translated into many languages and in use in countries around the world. Thinking Mathematically and other writings in his substantial body of work are used with advanced high school students, with pre-service and practicing teachers, and by researchers who are interested in the nature of doing and learning mathematics. This book is not, and at the same time is, a tribute to the enormous contributions made by Mason to mathematics education. It is not a tribute book because every chapter is a report of research and thinking by the authors, not simply a statement of appreciation. All engage with how others have taken Mason’s ideas forward to extend their own research and thinking. At the same time it is a tribute book. It is about how research and teaching has been inspired by Mason through his substantial opus and his vibrant presence in a network of mathematics educators.

Description based on print version record.