Chapter 5 Mathematics in Context: Focusing on Students Maria G. Bartolini Bussi, Sharada Gade, Martine Janvier, Jean-Pierre Kahane, Vincent J. Matsko, Michela Maschietto, Ce´cile Ouvrier-Buffet, and Mark Saul This chapter presents nine case studies in which school students engage in challenging mathematics outside their immediate classroom environment. In each case, students are encouraged to collaborate in investigations that go beyond the standard curriculum and creatively use the ingredients of the particular context. In Italy, students visit a mathematical laboratory to under- stand and utilize mathematical machines. Morning assembly at an Indian school brings students from many classes together in the solution of mathema- tical problems. Four of the projects are from France: students analyze the configuration of a heap of sand, pursue astronomical investigations with soft- ware, obtain a flavor of research by having secondary school teams investigate interesting problems, and are presented at all levels with open-ended research problems. There are three programs from the United States, the first, an advanced geometry sequence for secondary students completing the regular syllabus early, the second, activities arising from exhibits in an art museum, and the third, using the school lawn to deepen student understanding of geometric constructions. All such activities need to be evaluated for their effectiveness, so that they move from just being initiatives of dynamic individuals to serve as the foundation for systemic improvements in the way in which students learn, understand and use mathematics. In the early part of this chapter, we briefly mention how research into such activities might be approached. 5.1 Introductory comments For centuries, teachers such as John Comenius (Jan Komensky, 1592–1670), a Czech educational reformer, and Maria Montessori (1870–1952) have appre- ciated the benefits of actively involving learners in their education, consigning the teacher to the role of a wise guide. M.G. Bartolini Bussi (*) Dipartimento di Matematica, Universita’ di Modena e Reggio Emilia, Modena, Italy e-mail: mariagiuseppina.bartolini@unimore.it E.J. Barbeau, P.J. Taylor (eds.), Challenging Mathematics In and Beyond the Classroom, New ICMI Study Series 12, DOI 10.1007/978-0-387-09603-2_6, Ó Springer ScienceþBusiness Media, LLC 2009 171