406 Copyright © 2015, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter 22 Facebook as an Educational Environment for Mathematics Learning ABSTRACT In this chapter, the authors describe four successful experiments in using social networking sites (Facebook and Edmodo) in mathematics teaching and learning, where this use depended on populating the sites with historical mathematicians and/or mathematical phenomena. They describe two models of using social networking sites in mathematics education, as well as the phases of working mathematically with students when implementing each model. The authors emphasize the use of social talk as the frst step to involve students with the learning of mathematics, as well as moving to cultural talk as a bridge be- tween the social talk and the mathematical discourse. The experience in the four experiments indicates that social networking sites invite student collaboration, as well as encourage their learning actions and interactions. Teacher’s or moderator’s sensitivity is a very important factor for the success of the experiment, especially when young students are involved. Other factors which infuenced the success of students’ learning in social networking sites were the features of the social networking site, the properties of the inter-disciplinary phenomenon or the mathematics produced by the historical mathematicians, the background of the learners, and the activities of the moderator. INTRODUCTION Web 2.0 tools have been suggested for some years now for social life, communication, and work in various disciplines, especially in education (Alex- ander, 2006; Glogoff, 2005; Pempek, Yevdokiya & Calvert, 2009). Some of these tools are: Wikis, blogs, Facebook, Twitter, Second Life, Wiggio, etc. Researchers have studied the wikis’ use in education more than any other Web 2.0 tool or social networking site (Daher, 2010; Daher, 2011; Forte & Bruckman, 2007; Grant, 2006). Here we Nimer Baya’a Al-Qasemi Academic College of Education, Israel Wajeeh Daher Al-Qasemi Academic College of Education, Israel & An-Najah National University, Palestine DOI: 10.4018/978-1-4666-7363-2.ch022