Teaching Mathematics to Learners with Special Needs

Erscheinungsjahr 2027
ISBN: 978-3-032-36367-1
Verlag: Springer

Buch, Englisch, 243 Seiten, Format (B × H): 155 mm x 235 mm

Reihe: Advances in Mathematics Education

This edited volume presents the research by the Topic Study Group: Teaching Mathematics for Students with Special Educational Needs, discussed during the 2024 ICME-15 conference in Sydney, Australia. It reflects on emerging topics in the field, organized thematically and spanning topics such as effective intervention, inclusive mathematics pedagogies, teaching strategies, cognitive and sensory profiles, emerging technologies, and more.

Key themes include effective intervention strategies, inclusive mathematics pedagogies, and innovative teaching methods tailored to diverse cognitive and sensory profiles. The book also highlights the role of emerging technologies in enhancing learning experiences for students with disabilities. Additionally, it features two systematic reviews of research on instructional strategies for students struggling with mathematics.

This volume is suited for international scholars and educators working in inclusive education at the intersection of mathematics education and special education.

Chapter 14 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.

Zielgruppe

Research

Autoren/Hrsg.

Kestel, Eugenie

Karp, Karen

Peter-Koop, Andrea

Fachgebiete

• Mathematik | Informatik Mathematik Mathematik Allgemein
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens

Inhaltsverzeichnis

Foreward.- Editors’ Introduction to Book.- Section 1. Supporting Children with the Development of Early Numeracy Skills.- Chapter 1. Extending Mathematical Understanding: The Impact of Mathematics Intervention for Grade 1 Students.- Chapter 2. Developing Finger Gnosis in Children with Complex Hand Anomalies.- Chapter 3. Developing Numerical Comparison Skills in a Child with Autism.- Section 2. Moving Secondary and Post Secondary Students to Reasoning and Problem Solving.- Chapter 4. Supporting Grades 7–9 Students Significantly Behind in Mathematics: Insights from an Umbrella Review.- Chapter 5. Exploring Concrete-Semi-Concrete-Abstract (CSA) Representations in High School Students in an Inclusion Classroom.- Chapter 6. Mathematical Authority, Technology, and the Middle Years Student.- Chapter 7. Learning is for Everyone: The Journey of a Student with Autism Spectrum Disorder in Higher Education.- Section 3. Addressing the Chances and Challenges of the Inclusive Classroom.- Chapter 8. Removing Barriers to Participation: The Impact of the UDL Math Learning Lab Intervention.- Chapter 9. Inclusive mathematics pedagogy for preservice teachers.- Chapter 10. Beyond Sight: Multisensory Engagement with Function Graphs.- Chapter 11. What Works? Effective Interventions for Students with Special Learning Needs in Mathematics.- Section 4. The Role of Teachers in the Identification and Support of Students’ Needs Learning Mathematics.- Chapter 11. Learning to Teach Mathematics in the Initial Preparation of Special Education Teachers.- Chapter 12. Paired Placement Model:  Preparing Inclusive Mathematics Teachers through Co-planning and Co-teaching.- Chapter 13. Supporting Teachers in Adopting Assets-Based Perspectives for Teaching Mathematics to All Students.- Chapter 14. The Role of Teachers in Encouraging Students with Special Educational Needs to Engage in Mathematical Activities: Educational Significance.- Chapter 15. Early Childhood and Primary Teachers’ Misconceptions About Dyscalculia.

Über Autor(innen)

Eugénie Kestel is Chair and co-founder of Academic Clinics for Exceptional Students (Inc.), a not-for-profit, intensive intervention clinic in Australia. She is an education academic at the University of Western Australia with a speciality in mathematics education for students with specific learning needs. She is co-chair of the International Congress on Mathematical Education (ICME-16) Topic Study Group: Teaching mathematics for students with specific learning needs.

Karen Karp is a mathematics educator. She was previously a professor at Johns Hopkins University, USA, and is professor emerita at the University of Louisville, Kentucky, USA. She is a former member of the board of directors of the National Council of Teachers of Mathematics and a former president of the Association of Mathematics Teacher Educators. In 2020, she received the NCTM Lifetime Achievement Award for Distinguished Service to Mathematics Education. She also is a member of the U.S. National Commission on Mathematics Instruction.

Andrea Peter-Koop is a Professor of Mathematics Education at the IDM at Bielefeld University, Germany, since 2011. After her PhD, she was Assistant Professor at the University of Münster, then full professor at Oldenburg University in 2003. She has published and edited 15 books. She is currently involved in an EU project developing diagnostic tools for teachers.