Abstract
This critical notice reviews sections of three recently published Handbooks of relevance to the community of educational psychology,
cognitive science, and mathematics education researchers. In particular it examines (a) the overlap between the historic foundations
of cognition, mathematics education, and educational psychology; (b) the shared problem of identity; (c) areas of consonance
and dissonance, particularly the need to bring in socio-political issues; and (d) the complexity of understanding and modeling
human cognition.
A critical notice of:
• Alexander, P.A. & Winne, P.H. (Eds.), Handbook of Educational Psychology (2nd ed.). Mahwah, NJ: Lawrence Erlbaum & Associates. (2006), 1055 pp. $89.95.
• Lester, F.K. (Ed.), Second Handbook of Research on Mathematics Teaching and Learning: Part I – Foundations. Reston, VA: National Council of Teachers of Mathematics & Information Age Publishing. (2007), 1324 pp. $89.95.
• Lester, F.K. (Ed.), Second Handbook of Research on Mathematics Teaching and Learning: Part I – Foundations. Reston, VA: National Council of Teachers of Mathematics & Information Age Publishing. (2007), 1324 pp. 350.00.
• Campbell, J.I.D. (Ed.), Handbook of Mathematical Cognition, New York, NY: Psychology Press, An Imprint of Taylor and Francis. (2004), 508 pp. $125.00.