rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Inclusive Mathematics Education
    sub title: State-of-the-Art Research from Brazil and Germany
  name:
    name part: Kollosche, David.
    role:
      role term: editor.
    role:
      role term: edt
    role:
      role term: http://id.loc.gov/vocabulary/relators/edt
  name:
    name part: Marcone, Renato.
    role:
      role term: editor.
    role:
      role term: edt
    role:
      role term: http://id.loc.gov/vocabulary/relators/edt
  name:
    name part: Knigge, Michel.
    role:
      role term: editor.
    role:
      role term: edt
    role:
      role term: http://id.loc.gov/vocabulary/relators/edt
  name:
    name part: Penteado, Miriam Godoy.
    role:
      role term: editor.
    role:
      role term: edt
    role:
      role term: http://id.loc.gov/vocabulary/relators/edt
  name:
    name part: Skovsmose, Ole.
    role:
      role term: editor.
    role:
      role term: edt
    role:
      role term: http://id.loc.gov/vocabulary/relators/edt
  name:
    name part: SpringerLink (Online service)
  type of resource: text
  origin info:
    place:
      place term: gw
    date issued: 2019
    edition: 1st ed. 2019.
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: electronic resource
    reformatting quality: access
    form: remote
    extent: XXIX, 652 p. 91 illus., 41 illus. in color. online resource.
  abstract: 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.
  table of contents: 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 …
  note: edited by David Kollosche, Renato Marcone, Michel Knigge, Miriam Godoy Penteado, Ole Skovsmose.
  subject:
    topic: Mathematics-Study and teaching
  subject:
    topic: Learning
  subject:
    topic: Instruction
  subject:
    topic: Child psychology
  subject:
    topic: School psychology
  subject:
    topic: Educational sociology
  subject:
    topic: Mathematics Education
  subject:
    topic: Learning & Instruction
  subject:
    topic: Child and School Psychology
  subject:
    topic: Sociology of Education
  classification: LC8-6691
  classification: 370
  related item:
    title info:
      title: Springer eBooks
  identifier: 9783030115180
  identifier: https://doi.org/10.1007/978-3-030-11518-0
  record info:
    record creation date: 190325
    record change date: 20191024072142.0
    record identifier: 978-3-030-11518-0