Learning and Teaching Real World Problem Solving in School Mathematics: A Multiple-Perspective Framework for Crossing the Boundary - Softcover

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After obtaining his PhD in mathematics education in 1973 from the University of Wisconsin-Madison, the Dr. Jurdak joined the American University of Beirut where he is currently a professor of mathematics education. He has published articles in leading international mathematics education journals and chapters in edited international books and has been a frequent contributor to international and regional mathematics education conferences. He has also been a consultant to Arab governments and international and regional foundations. His current research interests include problem solving in and outside school and equity and quality in mathematics education.

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The ultimate aim of this book is to identify the conceptual tools and the instructional modalities which enable students and teachers to cross the boundary between school mathematics and real world problem solving. The book identifies, examines, and integrates seven conceptual tools, of which five are constructs (activity theory, narrative, modeling, critical mathematics education, ethnomathematics) and two are contexts  (STEM and the workplace). The author develops two closely linked multiple-perspective frameworks: one for learning real world problem solving in school mathematics, which sets the foundations of learning real world problem solving in school mathematics; and one for teaching real world problem solving in school mathematics,  which explores the modalities of teaching real world problem solving in school mathematics.

“The book is composed as, on the one hand, a high-level theoretical scholarly work on real world problem solving in school mathematics, and,on the other hand, a set of twelve narratives which, put together, constitute a thought-provoking and moving personal and professional autobiography.” - Mogens Niss

“These narratives  combine aspects of Murad’s personal trajectory as an individual with those points in his professional career at which he became aware of perspectives on and approaches to mathematics education that were both significant in and of themselves, and instrumental for the specific scholarly endeavor presented in the book.” - Mogens Niss