I -- Preface to Part I -- Surveying Theories and Philosophies of Mathematics Education -- II -- Preface to Part II Ernest’s Reflections on Theories of Learning -- Reflections on Theories of Learning -- Commentary 1 on Reflections on Theories of Learning by Paul Ernest -- Commentary 2 on Reflections on Theories of Learning -- III -- Preface to Part III -- On the Theoretical, Conceptual, and Philosophical Foundations for Research in Mathematics Education -- Commentary on On the Theoretical, Conceptual, and Philosophical Foundations for Research in Mathematics Education -- IV -- Preface to Part IV -- Theories of Mathematics Education: Is Plurality a Problem? -- Commentary on Theories of Mathematics Education: Is Plurality a Problem? -- V -- Preface to Part V -- Re-conceptualizing Mathematics Education as a Design Science -- Commentary 1 on Re-conceptualizing Mathematics Education as a Design Science -- Commentary 2 on Re-conceptualizing Mathematics Education as a Design Science -- Commentary 3 on Re-conceptualizing Mathematics Education as a Design Science -- VI -- Preface to Part VI -- The Fundamental Cycle of Concept Construction Underlying Various Theoretical Frameworks -- Commentary on The Fundamental Cycle of Concept Construction Underlying Various Theoretical Frameworks -- VII -- Preface to Part VII -- Symbols and Mediation in Mathematics Education -- Commentary on Symbols and Mediation in Mathematics Education -- VIII -- Problem Solving Heuristics, Affect, and Discrete Mathematics: A Representational Discussion -- Commentary on Problem Solving Heuristics, Affect, and Discrete Mathematics: A Representational Discussion -- IX -- Preface to Part IX -- Problem Solving for the 21 Century -- Commentary 1 on Problem Solving for the 21 Century -- Commentary 2 on Problem Solving for the 21 Century -- X -- Preface to Part X -- Embodied Minds and Dancing Brains: New Opportunities for Research in Mathematics Education -- Commentary on Embodied Minds and Dancing Brains: New Opportunities for Research in Mathematics Education -- XI -- Preface to Part XI -- DNR-Based Instruction in Mathematics as a Conceptual Framework -- Commentary on DNR-Based Instruction in Mathematics as a Conceptual Framework -- XII -- Appreciating in Qualitative Research -- XIII -- Preface to Part XIII -- Understanding a Teacher’s Actions in the Classroom by Applying Schoenfeld’s Theory : Reflecting on Goals and Beliefs -- Commentary on Understanding a Teacher’s Actions in the Classroom by Applying Schoenfeld’s Theory : Reflecting on Goals and Beliefs -- XIV -- Preface to Part XIV -- Feminist Pedagogy and Mathematics -- Commentary 1 on Feminist Pedagogy and Mathematics -- Commentary 2 on Feminist Pedagogy and Mathematics -- Commentary 3 on Feminist Pedagogy and Mathematics -- XV -- Preface to Part XV -- Networking of Theories—An Approach for Exploiting the Diversity of Theoretical Approaches -- Commentary on Networking of Theories—An Approach for Exploiting the Diversity of Theoretical Approaches -- XVI -- Preface to Part XVI -- On Networking Strategies and Theories’ Compatibility: Learning from an Effective Combination of Theories in a Research Project -- Modalities of a Local Integration of Theories in Mathematics Education -- Commentary on On Networking Strategies and Theories’ Compatibility: Learning from an Effective Combination of Theories in a Research Project -- Commentary on Modalities of a Local Integration of Theories in Mathematics Education -- XVII -- Preface to Part XVII -- Complexity Theories and Theories of Learning: Literature Reviews and Syntheses -- XVIII -- Preface to Part XVIII -- Knowing More Than We Can Tell -- Commentary on Knowing More Than We Can Tell -- XIX -- Politicizing Mathematics Education: Has Politics Gone too Far? Or Not Far Enough? -- Commentary on Politicizing Mathematics Education: Has Politics Gone too Far? Or Not Far Enough?.

This inaugural book in the new series Advances in Mathematics Education is the most up to date, comprehensive and avant garde treatment of Theories of Mathematics Education which use two highly acclaimed ZDM special issues on theories of mathematics education (issue 6/2005 and issue 1/2006), as a point of departure. Historically grounded in the Theories of Mathematics Education (TME group) revived by the book editors at the 29th Annual PME meeting in Melbourne and using the unique style of preface-chapter-commentary, this volume consist of contributions from leading thinkers in mathematics education who have worked on theory building. This book is as much summative and synthetic as well as forward-looking by highlighting theories from psychology, philosophy and social sciences that continue to influence theory building. In addition a significant portion of the book includes newer developments in areas within mathematics education such as complexity theory, neurosciences, modeling, critical theory, feminist theory, social justice theory and networking theories. The 19 parts, 17 prefaces and 23 commentaries synergize the efforts of over 50 contributing authors scattered across the globe that are active in the ongoing work on theory development in mathematics education.