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The Learner's Perspective Study (LPS) offers an extremely rich source of data for analyses of classroom situations. In this paper we focus on events in mathematics classrooms through the lens of the Theory of Didactical Situations in Mathematics, namely, on the situation of institutionalization. During the phase of institutionalization, the teacher tends to help pupils to transform a piece of their knowledge from the means of resolving a problem to a reference for further uses in new situations. A detailed analysis of transcripts of communication between a Czech teacher and her 14- to 15-year-old pupils resulted in the classification of institutionalization into four types, as follows: asking additional questions referring to statements from the stage of validation with the aim of adding new knowledge to the repertoire; presenting a mathematical proof of a statement from validation; asking pupils to solve a similar problem; and setting problems for pupils, whose solution will allow them to apply the acquired knowledge. These are presented and illustrated in the paper. The combination of video-recordings from three cameras (one recording the teacher, one a pair of pupils and one the whole class), together with interviews with the teacher and the pair of pupils, materials prepared by the teacher, and pupils' productions, allows us to gain a deeper understanding of the role of institutionalization in mathematics education.

The aim of the paper is to show whether the systems of mathematics teacher education in two countries whose historical development may seem quite similar (the Czech Republic and Hungary were parts of the Habsburg Monarchy, and they were part of the Eastern European communist block) are also very similar, or whether each country follows its own, unique path. In this paper we build on the general need for more international comparative studies in the area of teacher education. We present a historical review of development of mathematics teacher education in both countries and analyse and compare current teacher education programs, their structure and organization, the demands on mathematics teachers and their qualifications for teaching at various levels. In the paper we pinpoint a number of aspects resulting in differences in the two systems, including historical development and traditions, (de)-centralization, globalization and international cooperation, etc. The comparison based on these aspects shows that the systems in both countries are very different. The analysis described in this paper could become the starting point for further research using the data from international surveys (e.g. PISA). Such research would enable us to make conjectures about the effects of various ways of organizing teacher education.

The article offers information on the Learner's Perspective Study (LPS), the research direction aiming at international comparative research in mathematics education. It aims to carry out teacher-focused studies by stressing the learner's perspective. It is also designed to realize research studies reporting on national norms of teaching practices with an in-depth analysis of mathematics classrooms in Australia, Germany, Japan and the U.S. It enables to take into account the teacher's purposeful selection of instructional strategies.

In this article we analyze the current state of the didactics of mathematics in the U.S. as it relates to research on equity. The sociopolitical turn in U.S. mathematics education resulted in a push for critical mathematics pedagogies (CMPs) in which predominantly marginalized populations of students explore social injustices through mathematics. We argue that mathematics education for equity must access broader populations of students and develop students' ethical reasoning skills to build an ethical and equitable future. To address didactical limitations in U.S. mathematics education, we introduce the Ethical Reasoning in Mathematics Framework (ERiM) as a tool to analyze high school students' ethical reasoning in real-world mathematics tasks. Using data from the initial phase of a Design Research project with students of privilege, we show how the ERiM Framework can be used to design lessons that elicit students' critical math consciousness (CMC). We end the article with design implications and recommendations for future research on the didactics of equitable mathematics. [ABSTRACT FROM AUTHOR]

A characterization of recent Nordic research in didactics of mathematics is presented based on the 32 research reports from the Nordic and Baltic countries in the proceedings from NORMA17 (The eighth Nordic conference on didactics of mathematics). Recent Nordic research in didactics of mathematics is observed from several aspects such as choice of problem, theory, method, result, and target for the message. The analyses of the papers on different levels and from a manifold of perspectives build up an image of what Nordic research in DM (didactics of mathematics) contains and represents currently. The closeness and cooperation between researchers in the Nordic countries is characteristic as well as the breadth and variation in the choice of questions, theories, and methods. Research activity seems to flourish most in Norway. Small-scale studies as well as larger projects are visible. A variety of messages about mathematics teaching and learning for all age groups are directed to students, mathematics teachers, teacher educators, and policymakers. Quantitative and qualitative empirical studies dominate. Conceptual or theoretical investigations are rare. Studies of outcomes of interventions, including teaching approaches and experiments are most common, followed by studies of learning and cognition, including problem-solving. There is a need for surveys and overviews as so many new results are exposed. [ABSTRACT FROM AUTHOR]