包摂的数学教育 Inclusive Mathematics Education : State-of-the-Art Research from Brazil and Germany

Kollosche, David (EDT)/ Marcone, Renato (EDT)/ Knigge, Michel (EDT)

Springer Nature Switzerland AG（2019/04発売）

• 製本 Hardcover:ハードカバー版／ページ数 652 p.
• 言語 ENG
• 商品コード 9783030115173

Full Description

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.

Contents

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.