Enabling mathematics learning of struggling students / Yan Ping Xin, Ron Tzur, Helen Thouless, editors.
Xin, Yan Ping.; Tzur, Ron.; Thouless, Helen.
2022
QA11 .E564 2022eb
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Title
Enabling mathematics learning of struggling students / Yan Ping Xin, Ron Tzur, Helen Thouless, editors.
ISBN
9783030952167 (electronic bk.)
3030952169 (electronic bk.)
3030952150
9783030952150
DOI
https://doi.org/10.1007/978-3-030-95216-7
Published
Cham, Switzerland : Springer, 2022.
Language
English
Description
1 online resource.
Item Number
10.1007/978-3-030-95216-7 doi
Call Number
QA11 .E564 2022eb
Dewey Decimal Classification
510.71
Summary
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. .
Note
Includes index.
Access Note
Access limited to authorized users.
Added Author
Xin, Yan Ping.
Tzur, Ron.
Thouless, Helen.
Series
Research in mathematics education (Springer (Firm))
Available in Other Form
Print version: 9783030952150
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Section I: 1. Considerations of equity for learners experiencing mathematics difficulties: At the nexus between mathematics and special education
2. Characteristics of the Learners
3. Discerning Learning as Conceptual Change: A Vital Reasoning Tool for Teachers
4. Commentary on Section I
Section II: 5. Connecting Theory to Concept Building: Designing Instruction for Learning
6. Meaningful Assessments of Students Who Struggle to Learn Mathematics
7. Commentary on Section II
Section III: 8. Supporting Diverse Approaches to Meaningful Mathematics: From Obstacles to Opportunities
9.Engaging Multilingual Learners with Disabilities in Mathematical Discourse
10: Equitable Co-teaching Practices in Mathematics
11. Commentary on Section III
Section IV: 12. Counting
13. Additive Reasoning and Problem Solving
14. Nurturing Multiplicative Reasoning with Whole Numbers
15. Nurturing Fractional Reasoning
16 Proportional Reasoning to Move Toward Linearity
17. Commentary on Section IV.

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