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001448144 001__ 1448144
001448144 003__ OCoLC
001448144 005__ 20230310004223.0
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001448144 019__ $$a1336406379
001448144 020__ $$a9783030952167$$q(electronic bk.)
001448144 020__ $$a3030952169$$q(electronic bk.)
001448144 020__ $$z3030952150
001448144 020__ $$z9783030952150
001448144 0247_ $$a10.1007/978-3-030-95216-7$$2doi
001448144 035__ $$aSP(OCoLC)1335755317
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001448144 049__ $$aISEA
001448144 050_4 $$aQA11$$b.E564 2022eb
001448144 08204 $$a510.71$$223/eng/20220722
001448144 24500 $$aEnabling mathematics learning of struggling students /$$cYan Ping Xin, Ron Tzur, Helen Thouless, editors.
001448144 264_1 $$aCham, Switzerland :$$bSpringer,$$c2022.
001448144 300__ $$a1 online resource.
001448144 336__ $$atext$$btxt$$2rdacontent
001448144 337__ $$acomputer$$bc$$2rdamedia
001448144 338__ $$aonline resource$$bcr$$2rdacarrier
001448144 4901_ $$aResearch in mathematics education
001448144 500__ $$aIncludes index.
001448144 5050_ $$aSection I: 1. Considerations of equity for learners experiencing mathematics difficulties: At the nexus between mathematics and special education -- 2. Characteristics of the Learners -- 3. Discerning Learning as Conceptual Change: A Vital Reasoning Tool for Teachers -- 4. Commentary on Section I -- Section II: 5. Connecting Theory to Concept Building: Designing Instruction for Learning -- 6. Meaningful Assessments of Students Who Struggle to Learn Mathematics -- 7. Commentary on Section II -- Section III: 8. Supporting Diverse Approaches to Meaningful Mathematics: From Obstacles to Opportunities -- 9.Engaging Multilingual Learners with Disabilities in Mathematical Discourse -- 10: Equitable Co-teaching Practices in Mathematics -- 11. Commentary on Section III -- Section IV: 12. Counting -- 13. Additive Reasoning and Problem Solving -- 14. Nurturing Multiplicative Reasoning with Whole Numbers -- 15. Nurturing Fractional Reasoning -- 16 Proportional Reasoning to Move Toward Linearity -- 17. Commentary on Section IV.
001448144 506__ $$aAccess limited to authorized users.
001448144 520__ $$aThis book provides prospective and practicing teachers with research insights into the mathematical difficulties of students with Learning Disabilities and classroom practices that address these difficulties. This linkage between research and practice celebrates teachers as learners of their own students mathematical thinking, thus contributing an alternative view of mathematical progression in which students are taught conceptually. The research-based volume presents a unique collaboration among researchers in special education, psychology, and mathematics education from around the world. It reflects an ongoing work by members of the International Group for the Psychology of Mathematics Education (PME) and the North American Chapter of the PME Working Groups. The authors of chapters in this book, who have been collaborating extensively over the past 7 years, are from Australia, Canada, the United Kingdom, and the United States. .
001448144 650_0 $$aMathematics$$xStudy and teaching.
001448144 650_0 $$aStudents with disabilities.
001448144 655_0 $$aElectronic books.
001448144 655_7 $$aLlibres electrònics.$$2thub
001448144 7001_ $$aXin, Yan Ping.
001448144 7001_ $$aTzur, Ron.
001448144 7001_ $$aThouless, Helen.
001448144 77608 $$iPrint version:$$z3030952150$$z9783030952150$$w(OCoLC)1289479209
001448144 830_0 $$aResearch in mathematics education (Springer (Firm))
001448144 852__ $$bebk
001448144 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-030-95216-7$$zOnline Access$$91397441.1
001448144 909CO $$ooai:library.usi.edu:1448144$$pGLOBAL_SET
001448144 980__ $$aBIB
001448144 980__ $$aEBOOK
001448144 982__ $$aEbook
001448144 983__ $$aOnline
001448144 994__ $$a92$$bISE