Inclusive Mathematics Education

State-of-the-Art Research from Brazil and Germany

Herausgeber: Kollosche, D., de Souza, R.M.J., Knigge, M., Penteado, M.G., Skovsmose, O. (Eds.)

Vorschau
  • 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
Weitere Vorteile

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eBook 109,99 €
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  • ISBN 978-3-030-11518-0
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Hardcover 139,09 €
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  • ISBN 978-3-030-11517-3
  • Kostenfreier Versand für Individualkunden weltweit
  • Gewöhnlich versandfertig in 3-5 Werktagen.
Über dieses Buch

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.

Über den Autor

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 the Universität 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.

Inhaltsverzeichnis (35 Kapitel)

Inhaltsverzeichnis (35 Kapitel)

Dieses Buch kaufen

eBook 109,99 €
Preis für Deutschland (Brutto)
  • ISBN 978-3-030-11518-0
  • Versehen mit digitalem Wasserzeichen, DRM-frei
  • Erhältliche Formate: PDF, EPUB
  • eBooks sind auf allen Endgeräten nutzbar
  • Sofortiger eBook Download nach Kauf
Hardcover 139,09 €
Preis für Deutschland (Brutto)
  • ISBN 978-3-030-11517-3
  • Kostenfreier Versand für Individualkunden weltweit
  • Gewöhnlich versandfertig in 3-5 Werktagen.
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Bibliografische Information

Bibliographic Information
Buchtitel
Inclusive Mathematics Education
Buchuntertitel
State-of-the-Art Research from Brazil and Germany
Herausgeber
  • David Kollosche
  • Renato Marcone J. de Souza
  • Michel Knigge
  • Miriam Godoy Penteado
  • Ole Skovsmose
Copyright
2019
Verlag
Springer International Publishing
Copyright Inhaber
Springer Nature Switzerland AG
eBook ISBN
978-3-030-11518-0
DOI
10.1007/978-3-030-11518-0
Hardcover ISBN
978-3-030-11517-3
Auflage
1
Seitenzahl
XXIX, 652
Anzahl der Bilder
50 schwarz-weiß Abbildungen, 41 Abbildungen in Farbe
Themen