Past, present and future dimensions of mathematics education: Introduction to the Third International Handbook of Mathematics Education: M. A. (Ken) Clements -- VOLUME ONE -- SECTION A: SOCIAL, POLITICAL AND CULTURAL DIMENSIONS IN MATHEMATICS EDUCATION -- Introduction to Section A: Social, Political and Cultural Dimensions in Mathematics Education: Christine Keitel -- 1. From the few to the many: Historical perspectives on who should learn mathematics: M. A. (Ken) Clements, C. Keitel, Alan J. Bishop, Jeremy Kilpatrick and Frederick Leung -- 2 Theories for studying social, political and cultural dimensions of mathematics education: Eva Jablonka, David Wagner and Margaret Walshaw -- 3. Understanding and overcoming “disadvantage” in learning mathematics : Lulu Healey and Arthur B. Powell -- 4. Beyond deficit models of learning mathematics: Sociocultural directions for change and research: Cristina Frade, Nadja Acioly-Regnier and Li Jun -- 5. Studying learners in intercultural contexts: Yoshinori Shimizu and Gaye Williams -- 6. Learners in transition between contexts: Tamsin Meaney and Troels Lange.-7. Critical perspectives on adults’ mathematics education: Jeff Evans, Tine Wedege and Keiko Yasukawa -- 8. The politics of equity and access in teaching and learning mathematics: Neil A. Pateman and Chap Sam Lim -- SECTION B: MATHEMATICS EDUCATION AS A FIELD OF STUDY -- Introduction to Section B: Mathematics Education as a Field of Study: Alan J. Bishop -- 9. From mathematics and education to mathematics education: Fulvia Furinghetti, Jose Manuel Matos and Marta Menghini -- 10. Theories for education: mathematics: Some developments and ways forward: Bharath Sriraman and Elena Nardi -- 11. Research methods in mathematics teacher education: Uwe Gellert, Rosa Becerra Hernandez and Olive Chapman -- 12. Linking research to practice: Teachers as key stakeholders in mathematics education research: Carolyn Kieran, Konrad Krainer and J. Michael Shaughnessy -- 13. Teachers learning from teachers: Allan Leslie White, Barbara Jaworski, Cecilia Agudelo-Valderrama and Zahra Gooya -- 14. Developing mathematics educators: Jarmila Novotna, Claire Margolinas and Bernard Sarrazy -- 15. Institutional contexts for research in mathematics education: Tony Brown and David Clarke -- 16. Policy implications of developing mathematics education research: Celia Hoyles and Joan Ferrini-Mundy -- VOLUME TWO -- SECTION C: TECHNOLOGY IN THE MATHEMATICS CURRICULUM -- Introduction to Section C: Technology in the mathematics curriculum: Frederick Leung -- 17. From the slate to the Web: Technology in the mathematics curriculum: David Lindsay Roberts, Allen Yuk Lun Leung and Abigail Lins -- 18. Modelling with mathematics and technologies: Julian Williams and Merrilyn Goos -- 19. Technology and the role of proof: The case of dynamic geometry: Nathalie Sinclair and Ornella Robutti -- 20. How might Computer Algebra Systems change the role of algebra in the school curriculum?: M. Kathleen Heid, Mike Thomas and Rose Mary Zbiek -- 21. Technologies for enhancing statistical reasoning at the school level: Rolf Biehler, Dani Ben-Zvi, Arthur Bakker and Katie Makar -- 22. Learning with the Use of the Internet: Marcelo C. Borba, Philip Clarkson and George Gadanidis -- 23. Technology and assessment in mathematics: Kaye Stacey and Dylan Wiliam -- 24. Technology-driven developments and policy implications for mathematics education: Luc Trouche, Paul Drijvers, Ghislaine Gueudet and Ana Isabel Sacristan -- SECTION D: INTERNATIONAL PERSPECTIVES ON MATHEMATICS EDUCATION -- Introduction to Section D: International Perspectives on Mathematics Education: Jeremy Kilpatrick.