Inclusive Mathematics Education State-of-the-Art Research from Brazil and Germany /

• Συγγραφή απο Οργανισμό/Αρχή: SpringerLink (Online service)
• Άλλοι συγγραφείς: Kollosche, David (Επιμελητής έκδοσης, http://id.loc.gov/vocabulary/relators/edt), Marcone, Renato (Επιμελητής έκδοσης, http://id.loc.gov/vocabulary/relators/edt), Knigge, Michel (Επιμελητής έκδοσης, http://id.loc.gov/vocabulary/relators/edt), Penteado, Miriam Godoy (Επιμελητής έκδοσης, http://id.loc.gov/vocabulary/relators/edt), Skovsmose, Ole (Επιμελητής έκδοσης, http://id.loc.gov/vocabulary/relators/edt)
• Μορφή: Ηλεκτρονική πηγή Ηλ. βιβλίο
• Γλώσσα: English
• Έκδοση: Cham : Springer International Publishing : Imprint: Springer, 2019.
• Έκδοση: 1st ed. 2019.
• Θέματα: Mathematics-Study and teaching .; Learning.; Instruction.; Child psychology.; School psychology.; Educational sociology.; Mathematics Education.; Learning & Instruction.; Child and School Psychology.; Sociology of Education.

 The book provides an overview of state-of-the-art research from Brazil and Germany in the field of inclusive mathematics education. Originated from a research cooperation between two countries where inclusive education in mathematics has been a major challenge, this volume seeks to make recent research findings available to the international community of mathematics teachers and researchers. In the book, the authors cover a wide variety of special needs that learners of mathematics may have in inclusive settings. They present theoretical frameworks and methodological approaches for research and practice. 

 Chapter1: Inclusive mathematics education: An introduction -- Chapter2: Inclusive (mathematics) education in Brazil -- Chapter3: Inclusive (mathematics) education in the German-speaking countries -- Chapter4: School inclusion: Considerations about the education process of teachers who teach mathematics -- Chapter5: Who can learn mathematics? -- Chapter6: Microexclusion in inclusive mathematics education -- Chapter7: Inclusion, meetings and landscapes -- Chapter8: Learning environments in inclusive mathematics classrooms: Design principles, learning processes and conditions of success -- Chapter9: The 'learning office' as an approach for inclusive education in mathematics: Opportunities and challenges -- Chapter10: Selected findings of the first large-scale implementation of Response to Intervention in Germany -- Chapter11: Dialogic learning on a shared theme: Approaching inclusive settings in the mathematics classroom -- Chapter12: Landscapes of investigation and inclusive actions -- Chapter13: Inclusive mathematics instruction: A conceptual framework and selected research results of a video study -- Chapter14: Assessment in inclusive mathematics education: Approaches to designing progress assessments for numeracy learning -- Chapter15: Teaching mathematics in an inclusive context: A challenge for the educational interpreter in Libras -- Chapter16: Inclusive education for the deaf: An analysis of mathematical knowledge intermediated by Brazilian Sign Language interpreters -- Chapter17: The role of the interpreter of Brazilian Sign Language in the dialogue among deaf and hearing students in mathematics classes -- Chapter18: The meaning of division for deaf students in the context of problem-solving situations -- Chapter19: Autism spectrum disorder and mathematics education: Possibilities with students from elementary school -- Chapter20: Students with autism spectrum disorder and didactic situations involving mathematics: A case study -- Chapter21: The evaluation of linguistic difficulties in mathematical tasks -- Chapter22: The cognitive function of language and its influence on the learning of mathematics in inclusive settings: A primary school study on the example of multiplication and division -- Chapter23: "Math, I don't get it": An exploratory study on verbalizing mathematical content by students with speech and language impairment, students with learning disability, and students without special educational needs -- Chapter24: Mathematics anxiety: Definition, prevention, reversal strategies and school setting inclusion -- Chapter25: Math anxiety during the transition from primary to secondary school -- Chapter26: Reasons for auto-exclusion: Why students reject mathematics -- Chapter27: Beginning and persisting: Fostering problem solving for children with special educational needs on the basis of problems with self-motivation in mathematics classes -- Chapter28: Solving problems of counting through dialogical mediation in a hospital classroom: Mathematics education in the hospital environment -- Chapter29: Solidarity economy and inclusive mathematical education for adults with special needs -- Chapter30: Authorship in mathematics in a environment marked between delinquency and inclusion -- Chapter31: Preparing pre-service teachers for inclusive education: Analyzing the status quo and comparing the effect of different types of subject-specific learning opportunities -- Chapter32: Diagnostic competence of math teacher students: An important skill in inclusive settings -- Chapter33: Preparation for inclusive teaching: Entangling prospective teachers' perspectives on inclusive teaching using mathematics education as an example -- Chapter34: 'This has to be done without bending backwards': Collective orientations and experiences of student teachers in relation to heterogeneity in school -- Chapter35: Professionalization for inclusive mathematics education: Challenges for subject-specific teacher education. .