http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
Transitions Between Contexts of Mathematical Practices
This book focuses attention on mathematics learners in transition and on their practices in different contexts; on the institutional and socio-cultural framing of the transition processes involved; and on the communication and negotiation of mathematical meanings during transition. The book offers both empirical studies and significant theoretical reflections from a socio-cultural perspective, with the aim of providing the bases for the development of more socially and culturally responsive mathematics learning environments. It will appeal to researchers and postgraduate students in the fields of mathematics education, cultural psychology, multicultural education, immigrant and indigenous education.
Editors’ Prelude Researching Mathematics Learning: The Need for a New Approach -- Mathematics Learners in Transition -- Immigrant Children Learning Mathematics in Mainstream Schools -- The Transition Experience of Immigrant Secondary School Students: Dilemmas and Decisions -- Thinking About Mathematical Learning with Cabo Verde Ardinas -- Exploring Ways Parents Participate in Their Children’s School Mathematical Learning: Cases Studies in Multiethnic Primary Schools -- Transitions between Home and School Mathematics: Rays of Hope Amidst the Passing Clouds -- Editors’ Interlude Theoretical Orientations to Transitions -- Towards a Cultural Psychology Perspective on Transitions between Contexts of Mathematical Practices -- Mathematical Acculturation, Cultural Conflicts, and Transition -- Shifts in Meaning During Transitions -- Editors’ Postlude The Sociocultural Mediation of Transition.
edited by Guida de Abreu, Norma C. Presmeg.