Enabling Mathematics Learning of Struggling Students (Research in Mathematics Education)

Xin, Yan Ping (Editor) / Tzur, Ron (Editor) / Thouless, Helen (Editor)

ISBN 10: 3030952185 ISBN 13: 9783030952181

Editorial: Springer, 2023

Idioma: Ingl�s

Condici�n: Nuevo Encuadernaci�n de tapa blanda

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Descripci�n

404 pages. 9.25x6.10x1.14 inches. In Stock.

N� de ref. del art�culo x-3030952185

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Detalles bibliogr�ficos

T�tulo

Enabling Mathematics Learning of Struggling Students (Research in Mathematics Education)

Editor

Springer

Fecha de publicaci�n

2023

Idioma

Ingl�s

ISBN 10

3030952185

ISBN 13

9783030952181

Encuadernaci�n

Paperback

Estado

Brand New

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Sinopsis

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.

De la contraportada

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.

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