Buch, Englisch, 392 Seiten, Format (B × H): 160 mm x 241 mm, Gewicht: 770 g
Buch, Englisch, 392 Seiten, Format (B × H): 160 mm x 241 mm, Gewicht: 770 g
Reihe: Research in Mathematics Education
ISBN: 978-3-030-95215-0
Verlag: Springer
This book provides prospective and practicing teachers with research insights into the mathematical difficulties of students with learning disabilities and classroom practices that address these difficulties. This linkage between research and practice celebrates teachers as learners of their own students’ mathematical thinking, thus contributing an alternative view of mathematical progression in which students are taught conceptually.
The research-based volume presents a unique collaboration among researchers in special education, psychology, and mathematics education from around the world. It reflects an ongoing work by members of the International Group for the Psychology of Mathematics Education (PME) and the North American Chapter of the PME Working Groups.
The authors of chapters in this book, who have been collaborating extensively over the past 7 years, are from Australia, Canada, the United Kingdom, and the United States.
Zielgruppe
Research
Autoren/Hrsg.
Fachgebiete
- Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Naturwissenschaften, Mathematik (Unterricht & Didaktik)
- Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
- Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Pädagogische Psychologie
- Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
- Sozialwissenschaften Soziologie | Soziale Arbeit Soziale Gruppen/Soziale Themen Invalidität, Krankheit und Abhängigkeit: Soziale Aspekte
Weitere Infos & Material
Section 1: Equitable Opportunities for Mathematics Learning
Chapter 1: Considerations of equity for learners experiencing mathematics difficulties: At the nexus between mathematics and special education (R. Ruttenberg-Rozen, Canada)
Chapter 2: Characteristics of the Learners (K. Owen & S. Yates, Australia)Chapter 3: A Theory-backed Framework for Knowing and Learning (R. Tzur & J. Hunt, USA)
Chapter 4: Commentary (Ann Dowker, UK, to be invited)Section 2: Assessing and Planning
Chapter 5: Connecting Theory to Concept Building (J. Hunt & R. Tzur, USA)Chapter 6: What is Meaningful Assessment (D. Zhang, C. Maher & L. Wilkinson, USA)
Chapter 7: Commentary (Doug Clements and Julie Sarama, USA, to be invited)Section 3: Teaching for Equitable Opportunities
Chapter 8: Supporting Diverse Approaches to Meaningful Mathematics: From Obstacles to Opportunities (C. Finesilver, L. Healy, & A. Bauer, UK)Chapter 9: Engaging Multilingual Students with Disabilities in Mathematical Discourse (R. Smith & E. Smith, USA)
Chapter 10: Collaboration between SPED and MTED: The role of co-planning/co-teaching (M. Stephen & D. Sacco, USA)Chapter 11: Commentary (Lisa Dieker, USA, to be invited)
Section 4: Teaching for Equitable Learning – Content SpecificChapter 12: One-to-One Correspondence and Counting (H. Thouless, C. Hilton, & T. Webb, UK)
Chapter 13: Additive Reasoning and Problem Solving (Y. P. Xin & S. Kastberg, USA)
Chapter 14: Multiplicative Reasoning with Whole Numbers (R. Tzur & Y. P. Xin, USA)Chapter 15: Fractional reasoning (R. Tzur & J. Hunt, USA)
Chapter 16: Proportional reasoning and algebra (S. Kastberg & C. Hord, USA)Chapter 17: Commentary (Karen Karp, to be invited)
