Editors:
- Contributes to the hot topic of inclusion in mathematics education
- Offers a timely resource of research-based information in the fields of educational research, policy and practice
- Uniquely provides a broad overview of learning mathematics with specific special needs.
- Includes high diversity of researchers from both Germany and Brazil
- Attracts readers from three different linguistic spheres, resulting from content and accessible English language publication
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Table of contents (35 chapters)
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Front Matter
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Problematising Inclusive Mathematics Education
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Front Matter
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Arranging Inclusive Mathematics Education
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Front Matter
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Mathematics Education and Hearing Impairment
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Front Matter
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About this book
Keywords
- Mathematics Education
- School Inclusion
- Special Education
- Heterogeneity in Mathematics Education
- Deficiencialism
- Macroinclusion
- Microinclusion
- Learning Processes
- Teacher softskills
- Learning Environments
- Response to Intervention Framework
- Deaf Education
- Brazilian Sign Language
- Cerebral Palsy
- Autism
- Mathematical Literacy
- Digital Technologies
- Language and Mathematics
- Maths anxiety
- Auto-exclusion
Reviews
“This volume is an extremely valuable contribution to the emergent field of inclusive mathematics education. … this volume creates both a vision for inclusive mathematics and concrete descriptions of classroom practice that make this vision tangible.” (Rachel Lambert and Paulo Tan, Educational Studies in Mathematics, Vol. 103, 2020)
Editors and Affiliations
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Pädagogische Hochschule Vorarlberg, Feldkirch, Austria
David Kollosche
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Universidade Federal de São Paulo, Diadema, Brazil
Renato Marcone
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Universität Potsdam, Potsdam, Germany
Michel Knigge
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Universidade Estadual Paulista, Rio Claro, Brazil
Miriam Godoy Penteado, Ole Skovsmose
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Aalborg Universitet, Aalborg, Denmark
Ole Skovsmose
About the editors
Michel Knigge is a full professor for inclusion and organizational development at the Universität Potsdam, Germany. Before that, he was a professor for educational psychology at the Universität Hamburg and at the Martin-Luther-Universität Halle-Wittenberg, Germany. His research focus lies on inclusive education in schools with a special focus on structures and related psychological processes of all stakeholders involved that hinder or enhance participation and discrimination. During the editorship for this book he developed a strong interest in inclusive and critical mathematics education.
David Kollosche has been a professor for mathematics education at the Pädagogische Hochschule Vorarlberg, a teacher training university in Feldkirch, Austria, since 2017. After completing his studies of mathematics, English and education at the Universität Potsdam, Germany, he worked as a high school teacher for mathematics for two years and obtained a doctorate from theUniversität Potsdam for his socio-critical dissertation on “Society, mathematics and education”. Apart from socio-critical perspectives on mathematics education, his research interests include students’ relations to mathematics and mathematics education, processes of self-exclusion from mathematics, educational goals of mathematics education and the potential and limitations of inquiry-based learning.
Renato Marcone has been an associated professor for mathematics and mathematics education at the Diadema campus of the Universidade Federal de São Paulo, Brazil, since 2015. His research interest is related to inclusion, difference and mathematics education. He was active as a co-founder of the central Accessibility and Inclusion Centre of the Universidade Federal de São Paulo in 2017 and as the coordinator of the local Accessibility and Inclusion Centre of the Diadema campus, being responsible for the organization of inclusive action on the campus. Before that, he finished his dissertation “Deficiencialism: The invention of deficiency by normality” where he discusses the concept of disability and its consequences for the teaching and the learning of mathematics.
Miriam Godoy Penteado is a researcher and lecturer at Universidade Estadual Paulista in Rio Claro, Brazil, where she teaches at the Graduate Program in Mathematics Education. Her research addresses teacher education, collaboration between universities and schools, and students with special needs and rights. She is directing a group including researchers, doctoral students, master students, and teachers, investigating a range of issues related to problems of social inclusion and exclusion.
Ole Skovsmose has a special interest in critical mathematics education. He has investigated the notions of landscape of investigation, mathematics in action, and students’ foreground. He was a full professor at the Department of Learning and Philosophy of Aalborg Universitet, Denmark, but is now retired and spends much of his time in Brazil. He has published several books including Towards a Philosophy of Critical Mathematics Education, Dialogue and Learning in Mathematics Education (together with Helle Alrø), Travelling Through Education, In Doubt, An Invitation to Critical Mathematics Education, Foregrounds, and Critique as Uncertainty.
Bibliographic Information
Book Title: Inclusive Mathematics Education
Book Subtitle: State-of-the-Art Research from Brazil and Germany
Editors: David Kollosche, Renato Marcone, Michel Knigge, Miriam Godoy Penteado, Ole Skovsmose
DOI: https://doi.org/10.1007/978-3-030-11518-0
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: Springer Nature Switzerland AG 2019
Hardcover ISBN: 978-3-030-11517-3Published: 02 April 2019
eBook ISBN: 978-3-030-11518-0Published: 25 March 2019
Edition Number: 1
Number of Pages: XXIX, 652
Number of Illustrations: 50 b/w illustrations, 41 illustrations in colour
Topics: Mathematics Education, Learning & Instruction, Child and School Psychology, Sociology of Education