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Table of Contents
Chapter 1. Unravelling the construct of mathematical challenge based on conceptual characteristics of mathematical tasks, instructional setting and socio-mathematical norms
Part I. Mathematical challenges in curriculum and instructional design
Chapter 2. Introduction to Section I Mathematical challenges in curriculum and instructional design
Chapter 3. Development and stimulation of early core mathematical competencies in young children: results from the Leuven Wis and Co project
Chapter 4. Mathematical modelling as a stimulus for curriculum and instructional reform in secondary school mathematics
Chapter 5. Personalized mathematics and mathematics inquiry: A design framework for mathematics textbooks
Chapter 6. MATH-KEY program: Opening mathematical minds by means of open tasks supported by dynamic applets
Chapter 7. Making mathematics challenging through problem posing in the classroom
Chapter 8. Challenging students to develop mathematical reasoning
Chapter 9. Mathematical argumentation in small-group discussions of complex mathematical tasks in elementary teacher education settings
Chapter 10. Commentary to Section I. Commentary on Challenge' in terms of curriculum materials and task, the teachers role and the curriculum
Part II. Kinds and variation of mathematically challenging tasks
Chapter 11. Introduction to Section II Many faces of mathematical challenge
Chapter 12. Probing Beneath the Surface of Resisting and Accepting Challenges in the Mathematics Classroom
Chapter 13. Mathematical challenge in connecting advanced and secondary mathematics: Recognizing binary operations as functions
Chapter 14. Challenging variations on a simple task
Chapter 15. Visualization a pathway to mathematical challenging tasks
Chapter 16. Challenges in designing and solving technology-based tasks
Chapter 17. Creativity and Challenge: connections between task complexity and insight required for tasks solution
Chapter 18. Challenging and assessing undergraduate students mathematical and pedagogical discourses through MathTASK activities
Chapter 19. Commentary on Section II Making Mathematics Difficult? What Could Make a Mathematical Challenge Challenging?
Part III. Collections of mathematical problems
Chapter 20. Introduction to Section III In Search of Effectiveness and Meaningfulness
Chapter 21. Problem Collections, and The Unity of Mathematics
Chapter 22. Meeting the challenge of heterogeneity through the self-differentiation potential of mathematical modeling problems
Chapter 23. Complexity of Geometry Problems as a Function of Field-dependency and Asymmetry of a Diagram
Chapter 24. Problem Sets in School Textbooks: Examples from the United States
Chapter 25. Exams in Russia as an Example of Problem Set Organization
Chapter 26. Taiwanese Teachers Collection of Geometry Tasks for Classroom Teaching: A Cognitive Complexity Perspective
Chapter 27. Flow and Variation Theory: Powerful Allies in Creating and Maintaining Thinking in the Classroom
Chapter 28. Designing stepped tasks through investigations in Dynamic Geometry Environments
Chapter 29. Commentary on Section III On Problems, Problem Solving, and Thinking Mathematically.
Part I. Mathematical challenges in curriculum and instructional design
Chapter 2. Introduction to Section I Mathematical challenges in curriculum and instructional design
Chapter 3. Development and stimulation of early core mathematical competencies in young children: results from the Leuven Wis and Co project
Chapter 4. Mathematical modelling as a stimulus for curriculum and instructional reform in secondary school mathematics
Chapter 5. Personalized mathematics and mathematics inquiry: A design framework for mathematics textbooks
Chapter 6. MATH-KEY program: Opening mathematical minds by means of open tasks supported by dynamic applets
Chapter 7. Making mathematics challenging through problem posing in the classroom
Chapter 8. Challenging students to develop mathematical reasoning
Chapter 9. Mathematical argumentation in small-group discussions of complex mathematical tasks in elementary teacher education settings
Chapter 10. Commentary to Section I. Commentary on Challenge' in terms of curriculum materials and task, the teachers role and the curriculum
Part II. Kinds and variation of mathematically challenging tasks
Chapter 11. Introduction to Section II Many faces of mathematical challenge
Chapter 12. Probing Beneath the Surface of Resisting and Accepting Challenges in the Mathematics Classroom
Chapter 13. Mathematical challenge in connecting advanced and secondary mathematics: Recognizing binary operations as functions
Chapter 14. Challenging variations on a simple task
Chapter 15. Visualization a pathway to mathematical challenging tasks
Chapter 16. Challenges in designing and solving technology-based tasks
Chapter 17. Creativity and Challenge: connections between task complexity and insight required for tasks solution
Chapter 18. Challenging and assessing undergraduate students mathematical and pedagogical discourses through MathTASK activities
Chapter 19. Commentary on Section II Making Mathematics Difficult? What Could Make a Mathematical Challenge Challenging?
Part III. Collections of mathematical problems
Chapter 20. Introduction to Section III In Search of Effectiveness and Meaningfulness
Chapter 21. Problem Collections, and The Unity of Mathematics
Chapter 22. Meeting the challenge of heterogeneity through the self-differentiation potential of mathematical modeling problems
Chapter 23. Complexity of Geometry Problems as a Function of Field-dependency and Asymmetry of a Diagram
Chapter 24. Problem Sets in School Textbooks: Examples from the United States
Chapter 25. Exams in Russia as an Example of Problem Set Organization
Chapter 26. Taiwanese Teachers Collection of Geometry Tasks for Classroom Teaching: A Cognitive Complexity Perspective
Chapter 27. Flow and Variation Theory: Powerful Allies in Creating and Maintaining Thinking in the Classroom
Chapter 28. Designing stepped tasks through investigations in Dynamic Geometry Environments
Chapter 29. Commentary on Section III On Problems, Problem Solving, and Thinking Mathematically.