Inclusive Mathematics Education State-of-the-Art Research from Brazil and Germany /
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 resea...
| Συγγραφή απο Οργανισμό/Αρχή: | |
|---|---|
| Άλλοι συγγραφείς: | , , , , |
| Μορφή: | Ηλεκτρονική πηγή Ηλ. βιβλίο |
| Γλώσσα: | English |
| Έκδοση: |
Cham :
Springer International Publishing : Imprint: Springer,
2019.
|
| Έκδοση: | 1st ed. 2019. |
| Θέματα: | |
| Διαθέσιμο Online: | Full Text via HEAL-Link |
Πίνακας περιεχομένων:
- 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. .
