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This monograph is devoted to statements of multidimensional inverse problems, in particular to methods of their investigation. Questions of the uniqueness of solution, solvability and stability are studied. Methods to construct a solution are given and, in certain cases, inversion formulas are given as well. Concrete applications of the theory developed here are also given. Where possible, the author has stopped to consider the method of investigation of the problems, thereby sometimes losing generality and quantity of the problems, which can be examined by such a method. The book should be of interest to researchers in the field of applied mathematics, geophysics and mathematical biology.

Mathematics

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*THIS BOOK WILL SOON BECOME AVAILABLE AS OPEN ACCESS BOOK* This book is an excellent synthesis of the initial and continuing preparation for Mathematics Teaching in Colombia, Costa Rica, Dominican Republic and Venezuela, from which comparative analyses can be made that show similarities and differences, and highlight various perspectives. In August 2012, a workshop of the Capacity and Networking Project (CANP) of the International Commission on Mathematical Instruction (ICMI) was held in Costa Rica. This CANP brought together for two weeks a group of 66 Mathematics educators, mathematicians, university administrators, and elementary and secondary teachers from Colombia, Venezuela, the Dominican Republic, Panamá and Costa Rica. The goal was to promote progress in Mathematics Education in the region; as such it was a unique experience in the region. One of the most important results of this event was the creation of the Mathematics Education Network of Central America and the Caribbean (REDUMATE). It was organized by persons associated with the Mathematics Education Reform Project in Costa Rica (responsible for the most outstanding and innovative curriculum reform in Latin America) and the Inter-American Committee on Mathematics Education (IACME), which is an official regional multinational organization affiliate of ICMI. This book brings to the international Educational Community an important collection of experiences and ideas in the Mathematics Education of four countries of a region within the heart of the American continent, a region that has been many times forgotten. The dissemination of these results can promote the search for international collaborative actions in a wider scale.

Mathematics Education --- International and Comparative Education --- Education Policy --- Mathematics Teacher Preparation in Central America --- Mathematics Education in Central America and the Caribean --- Mathematics Teachers in Latin America --- Capacity and Networking Project CANP --- REDUMATE --- Mathematics Education Reform Project Costa Rica --- IACME --- Mathematics Education Colombia --- Mathematics Education Dominican Republic --- Mathematics Education Costa Rica --- Mathematics Education Venezuela --- Teaching of a specific subject --- Mathematics --- Education --- Central / national / federal government policies

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Taking a collection of seminal articles from the Journal of Curriculum Studies, this book offers readers a vantage point for thinking about the worlds of schools and curricula, focusing in particular on the concept of seeing schools, curricula and teaching in new ways. Each of the chapters sheds fresh light on the ways of thinking the aforementioned. Themes include: classrooms and teaching pedagogy science and history education school and curriculum development students’ lives in schools. Written by an international group of distinguished scholars from Britain, North America, Sweden and Germany, the chapters draw on the perspectives offered by curriculum and pedagogical theory, history, ethnography, sociology, psychology and organisational studies and experiences in curriculum-making. Together they invite many questions about why teaching and curricula must be as they are. Rethinking Schooling provides new futures for education and alternative ways of seeing them.

journal --- curriculum --- studies --- didaktik --- analysis --- mathematics --- reform --- secondary --- modern --- schools

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This volume features thirteen original chapters on the causes and consequences of gender segregation in scientific, technical, engineering, and mathematics (“STEM”) occupations and fields of study. Although women have made great strides in equalizing access to labor markets and higher education, many STEM fields—particularly in the physical sciences and engineering—remain strongholds of gender segregation in the United States and other reputably gender-progressive societies. Policymakers, business leaders and activists have launched countless initiatives to diversify access to lucrative, high status occupations and ameliorate labor shortages that diminish innovation and competitiveness.Contributors to this volume apply diverse theoretical lenses and methodological approaches to understand the individual, interactional, organizational, and cultural dynamics that drive this segregation in the United States. Results show that the gender composition of scientific and technical fields varies a great deal over time and across organizational contexts and socio-demographic groups defined by race, ethnicity, class, and sexuality. But despite this variability, STEM work and STEM workers are widely presumed to be naturally and inevitably masculine. Research presented here reveals how these stereotypes combine with cultural beliefs about natural and fundamental differences between men and women to produce gendered aspirations and reinforce inequalities in the US scientific and technical workforce.

Gender --- STEM --- Science --- Engineering --- Mathematics --- Segregation --- Inequality --- Women --- Men --- Race/ethnicity --- Sexuality

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In this book, conventional and new methods through which sustainability can be promoted in mathematics and science subjects are described and discussed. The aim of the book is to support teachers and teacher educators in their work, and to create a multi-sided view on sustainability, and on education for sustainable development. Curriculums and teaching approaches for the implementation of sustainability in schools and universities, especially in teacher education, are discussed. The pedagocical studies presented give useful examples of how sustainability can be included in mathematics, physics and biology education. The described teaching methods are discussed also in relation to students' competence and learning outcomes. In addition, valuable ideas are presented for the development of curriculums and teaching practices in higher education and schools. The book is suited for all teachers and researchers who are interested in sustainability and sustainable development, and want to develop their teaching in higher education and schools.

sustainability, sustainable development, teaching methods, teacher education, science education, mathematics education, health education, sustainability education, education for sustainable development, environmental education, internet-based education, systems thinking, teachers, student teachers, students