The role of mathematics in mathematics education is often explicitly and implicitly reduced to the delivery of subject matter that then has to be selected and made palpable for students using methods imported from psychology, sociology, educational research and related disciplines
The articles not only describe this conception in general terms, but also demonstrate various substantial learning environments that serve as typical examples. In terms of teacher education, the book provides clear information on how to combine (well-understood) mathematics and methods courses to benefit of teachers.