**Romero S., Serradó A., Appelbaum P., Aldon G. (2020).***The role of the history of Mathematics in the Teaching/Learning process*

PROPOSAL FOR THE SPRINGER SERIES ADVANCES IN MATHEMATICS EDUCATION

This volume, through different key aspect that come out of the significance of History of mathematics, out of the study of the history of mathematics and its relation to mathematical education, out of the use of history in the teaching of mathematic and in the process of training the mathematician, deep discusses how the historical perspective brings us closer to mathematics as a human science. How it makes us fully aware of the temporal, social, environmental and cultural character of the development of mathematical ideas and just as the mutual impacts between philosophy, mathematics, technology and the various sciences have exerted themselves on each other.

**Aldon**, G.,**Hitt**, F.,**Bazzini**, L.,**Gellert**, U. (Eds.) (2017).*Mathematics and technology*, Springer

This volume collects most recent work on the role of technology in mathematics education. It offers fresh insight and understanding of the many ways in which technological resources can improve the teaching and learning of mathematics. The first section of the volume focuses on the question how a proposed mathematical task in a technological environment can influence the acquisition of knowledge and what elements are important to retain in the design of mathematical tasks in computing environments. The use of white smart boards, platforms as Moodle, tablets and smartphones have transformed the way we communicate both inside and outside the mathematics classroom. Therefore the second section discussed how to make efficient use of these resources in the classroom and beyond. The third section addresses how technology modifies the way information is transmitted and how mathematical education has to take into account the new ways of learning through connected networks as well as new ways of teaching. The last section is on the training of teachers in the digital era. The editors of this volume have selected papers from the proceedings of the 65th, 66th and 67th CIEAEM conference, and invited the correspondent authors to contribute to this volume by discussing one of the four important topics.

The book continues a series of sourcebooks edited by CIEAEM, the Commission Internationale pour l’Étude et l’Amélioration de l’Enseignement des Mathématiques / International Commission for the Study and Improvement of Mathematics Education.

**Gellert**, U.,**Gimenez Rodriguez**, J.,**Hahn**, C.,**Kafoussi**, S. (Eds.) (2015).*Educational paths to mathematics,*Springer

The volume is remarkably international. Teachers and researchers from 14 countries authored 21 chapters and 7 commentaries. The reader is invited to reflect on the particular effect of presenting avenues to mathematics contrived in diverse national settings in which the praxis of mathematics education might look different compared to what happens in the reader’s place.This book offers fresh insight and understanding of the many ways in which children, youth and adults may find their paths to mathematics. The chapters of the volume offer and analyse promising new ways into mathematics. The focus is on spaces and modalities of learning, dialogue and inquiry, embodiment and aesthetic experience, information and communication technology and on the use of mathematics in public communication. The chapters present new mathematical activities and conceptions enriching the repertoire of mathematics education practices.

Critical commentaries discuss the innovative potential of the new approaches to the teaching and learning of mathematics. As a consequence, the commentaries point to requirements and open issues in the field of research in mathematics education.

The book starts a series of sourcebooks edited by CIEAEM, the Commission Internationale pour l’Etude et l’Amélioration de l’Enseignement des Mathématiques / International Commission for the Study and Improvement of Mathematics Education.