Research within a socio-political paradigm or “turn” has been gradually recognized and institutionalized as an important part of mathematics education. This book focuses on the neglected problems, tensions and contradictions evoked by this process. The authors do this by challenging current regimes of truth about mathematics education; by identifying how recent technological developments challenge or suspend contemporary conceptions of mathematics education; by critiquing the ideological entanglement of mathematics, its education and schooling with capitalism; by self-reflective analyses of researchers' impacts on shaping what is and can be perceived as the practice of mathematics education (research); and by confronting main-stream mathematics education with socio-political contexts that are usually neglected. In this way, "mathematical rationality" becomes contextualized within contemporary society, where it reproduces itself through technologies, social practices, media and other spheres of social life.
Advances in Mathematics Education is a new and innovative book series published by Springer that builds on the success and the rich history of ZDM—The Inter- tional Journal on Mathematics Education (formerly known as Zentralblatt für - daktik der Mathematik). One characteristic of ZDM since its inception in 1969 has been the publication of themed issues that aim to bring the state-of-the-art on c- tral sub-domains within mathematics education. The published issues include a rich variety of topics and contributions that continue to be of relevance today. The newly established monograph series aims to integrate, synthesize and extend papers from previously published themed issues of importance today, by orienting these issues towards the future state of the art. The main idea is to move the ?eld forward with a book series that looks to the future by building on the past by carefully choosing viable ideas that can fruitfully mutate and inspire the next generations. Taking ins- ration from Henri Poincaré (1854–1912), who said “To create consists precisely in not making useless combinations and in making those which are useful and which are only a small minority.
Making mathematics concepts understandable is a challenge for any teacher--a challenge that's more complex when a classroom includes students with learning difficulties. With this highly practical resource, educators will have just what they need to teach mathematics with confidence: research-based strategies that really work with students who have learning disabilities, ADHD, or mild cognitive disabilities. This urgently needed guidebook helps teachers Understand why students struggle.Teachers will discover how the common learning characteristics of students with learning difficulties create barriers to understanding mathematics. Review the Big Ideas. Are teachers focusing on the right things? A helpful primer on major NCTM-endorsed mathematical concepts and processes helps them be sure. Directly address students' learning barriers. With the lesson plans, practical strategies, photocopiable information-gathering forms, and online strategies in action, teachers will have concrete ways to help students grasp mathematical concepts, improve their proficiency, and generalize knowledge in multiple contexts. Check their own strengths and needs. Educators will reflect critically on their current practices with a thought-provoking questionnaire. With this timely book--filled with invaluable ideas and strategies adaptable for grades K-12--educators will know just what to teach and how to teach it to students with learning difficulties.
How do we understand numbers? Do animals and babies have numerical abilities? Why do some people fail to grasp numbers, and how we can improve numerical understanding? Numbers are vital to so many areas of life: in science, economics, sports, education, and many aspects of everyday life from infancy onwards. Numerical cognition is a vibrant area that brings together scientists from different and diverse research areas (e.g., neuropsychology, cognitive psychology, developmental psychology, comparative psychology, anthropology, education, and neuroscience) using different methodological approaches (e.g., behavioral studies of healthy children and adults and of patients; electrophysiology and brain imaging studies in humans; single-cell neurophysiology in non-human primates, habituation studies in human infants and animals, and computer modeling). While the study of numerical cognition had been relatively neglected for a long time, during the last decade there has been an explosion of studies and new findings. This has resulted in an enormous advance in our understanding of the neural and cognitive mechanisms of numerical cognition. In addition, there has recently been increasing interest and concern about pupils' mathematical achievement in many countries, resulting in attempts to use research to guide mathematics instruction in schools, and to develop interventions for children with mathematical difficulties. This handbook brings together the different research areas that make up the field of numerical cognition in one comprehensive and authoritative volume. The chapters provide a broad and extensive review that is written in an accessible form for scholars and students, as well as educationalists, clinicians, and policy makers. The book covers the most important aspects of research on numerical cognition from the areas of development psychology, cognitive psychology, neuropsychology and rehabilitation, learning disabilities, human and animal cognition and neuroscience, computational modeling, education and individual differences, and philosophy. Containing more than 60 chapters by leading specialists in their fields, the Oxford Handbook of Numerical Cognition is a state-of-the-art review of the current literature.
The Math Handbook has been developed for students with Dyscalculia and others who are struggling with mathematics. The book is based upon the Singapore Primary Mathematics curriculum, as well as the International Math curriculum. More than twenty topics are covered and explained step by step through visual representation to convey mathematical concepts. It has been specially developed for: • Students who have been diagnosed with Dyscalculia; other terms may include Mathematics Learning Disability, or Mathematics Disorder • Students who have been diagnosed with Dyslexia; as according to research more than fifty percent of those experience difficulties with mathematics. Some students may have Dyslexia and Dyscalculia as co-existing disorders • Students diagnosed with ADHD; as they may struggle with mathematics. Some students may have ADHD and Dyscalculia as co-existing disorders. • Students who have difficulties in learning Mathematics • Slow learners • Teens/Adults who have severe Math Difficulties or Dyscalculia Students will gain more confidence in mathematics, become more independent and produce better results. This book will provide them with an opportunity to experience success and maintain a positive attitude towards math. It is suitable to be used in combination with Educational Therapy or remedial intervention in Math that students with dyscalculia or Math difficulties need. An assessment conducted by a psychologist is essential and early interventions are most effective. • Please note that the flowable ePub edition of The Math Handbook for tablets and mobile devices may not appear as well organized since the material doesn't always appear together on a single page as in the print edition. Therefore, we recommend the print editions for the students.
This edited volume is an inquiry into the ethics of mathematics education, and to a lesser extent, the ethics of mathematics. The imposition of mathematics for all raises questions of ethics. What are the ethics of teaching school mathematics? What are the costs as well as the benefits? What are the ethical issues raised by the official aims of mathematics teaching, the planned curriculum, the pedagogies employed in school and college mathematics and the assessment systems? These questions are addressed in the book as well as what systems of ethics we might use. The volume ventures into a burgeoning new field. It offers a unique set of investigations, both theoretical and in terms of practices. It announces the ethics of mathematics education as a new subfield of research and includes valuable contributions from many of the best-known researchers in mathematics education; additionally, it is a valuable resource for students, teachers and researchers in the field. This is an enduring and classic source book in the field. From the wisdom of leading scholars to the little heard voices of students, this collection offers the reader many striking new insights into the ethics of mathematics and education.
This book documents and expands on the diverse social and political dimensions of mathematics education issues, concerns, perspectives, contexts, and approaches presented in Topic Study Group 34 of the 13th International Congress on Mathematical Education (ICME-13). The book also argues for and promotes the mainstreaming of the sociopolitical dimensions of mathematics education through an ongoing critique and inquiry into content, policies, practices and theories. Accordingly, the main theme throughout the book is captured and illuminated by bringing voices from the margin to the mainstream. In this respect it is both aspirational and a reality, as evidenced by the increasing references to the sociopolitical dimensions in other areas of mathematics education—for example, in several of the plenary presentations at the ICME-13. The authors have reflected on their ideas with a view to orienting and enhancing research in the sociopolitical dimensions of mathematics education that is grounded in current education systems within their specific sociocultural contexts.
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.
The Encyclopedia of Mathematics Education is a comprehensive reference text, covering every topic in the field with entries ranging from short descriptions to much longer pieces where the topic warrants more elaboration. The entries provide access to theories and to research in the area and refer to the leading publications for further reading. The Encyclopedia is aimed at graduate students, researchers, curriculum developers, policy makers, and others with interests in the field of mathematics education. It is planned to be 700 pages in length in its hard copy form but the text will subsequently be up-dated and developed on-line in a way that retains the integrity of the ideas, the responsibility for which will be in the hands of the Editor-in-Chief and the Editorial Board. This second edition will include additional entries on: new ideas in the politics of mathematics education, working with minority students, mathematics and art, other cross-disciplinary studies, studies in emotions and mathematics, new frameworks for analysis of mathematics classrooms, and using simulations in mathematics teacher education. Existing entries will be revised and new entries written. Members of the international mathematics education research community will be invited to propose new entries. Editorial Board: Bharath Sriraman Melony Graven Yoshinori Shimizu Ruhama Even Michele Artigue Eva Jablonka Wish to Become an Author? Springer's Encyclopedia of Mathematics Education's first edition was published in 2014. The Encyclopedia is a "living" project and will continue to accept articles online as part of an eventual second edition. Articles will be peer-reviewed in a timely manner and, if found acceptable, will be immediately published online. Suggested articles are, of course, welcome. Feel encouraged to think about additional topics that we overlooked the first time around, and to suggest colleagues (including yourself!) who will want to write them. Interested new authors should contact the editor in chief, Stephen Lerman, at [email protected], for more specific instructions.
