Critique of research methods and methodology is one of several key features of the regular dialogue between researchers. The accounts and reactions are written to expose the nature of methodology of classroom research.

Preface by Series Editor, Leone Burton Introduction by Simon Goodchild and Lyn English Methodology and Methods In Mathematics Education Research: Where Is "The Why"? by Leone Burton Students-Teacher Interactions and the Development of Students' Mathematical Thinking by Maria Manuela David and Maria da Panha Lopes Exploring Students' Goals in Classroom Activity by Simon Goodchild Special Educational Needs in Mathematics-A Problem Developed in School? by Nora Linden A Methodology of Classroom Teaching Experiments by Kay McClain Context and Content: What are Student Teachers Learning About Teaching Mathematics? by Ruth Shane Longitudinal Measurement of Student Motivation and Achievement in Mathematics by Shirley M. Yates Applying the Theory to the "Practice" in this Book by Leone Burton Index

Internationally, Mathematics Education remains an area of great controversy provoking much passion from politicians, administrators, teachers and parents, and those learners whose voices are rarely heard, but also inducing sounds of despair from academics and researchers who see little sign of the products of their work being taken seriously at the policy and practice level. This series provides an entry into current important ideas and research as seen from the mathematics education perspective. Each volume will contain a review article that will set the scene, together with original commissioned papers, spanning all appropriate levels of learning from early years to university. One objective of the series is to be international is scope and support the colleagues worldwide who do not have a history of, or easy access to publication by teaming them with experienced colleagues who are interested in the same topic and can share relevant literature.