Inclusive mathematics education : state-of-the-art research from Brazil and Germany
Mentés helye:
| Testületi szerző: | |
|---|---|
| Közreműködő(k): | |
| Különgyűjtemény: | e-book |
| Formátum: | könyv |
| Nyelv: | angol |
| Megjelenés: |
Cham : Springer International Publishing : Imprint: Springer,
2019
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| Kiadás: | 1st ed. 2019. |
| Tárgyszavak: | |
| Online elérés: | https://doi.org/10.1007/978-3-030-11518-0 |
| Címkék: |
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| 020 | |a 978-3-030-11518-0 | ||
| 024 | 7 | |a 10.1007/978-3-030-11518-0 |2 doi | |
| 040 | |a Springer |b hun |d ELTE | ||
| 041 | 0 | |a eng | |
| 050 | 4 | |a LC8-6691 | |
| 082 | 0 | 4 | |a 370 |2 23 |
| 245 | 0 | 0 | |a Inclusive mathematics education |b state-of-the-art research from Brazil and Germany |c edited by David Kollosche, Renato Marcone, Michel Knigge, Miriam Godoy Penteado, Ole Skovsmose |
| 250 | |a 1st ed. 2019. | ||
| 260 | |a Cham |b Springer International Publishing |b Imprint: Springer |c 2019 | ||
| 300 | |a XXIX, 652 p. |b 91 ill., 41 ill. színes ; online forrás | ||
| 336 | |a szöveg |b txt |2 rdacontent | ||
| 337 | |a számítógépes |b c |2 rdamedia | ||
| 338 | |a távoli hozzáférés |b cr |2 rdacarrier | ||
| 347 | |a szövegfájl |b PDF |2 rda | ||
| 505 | 0 | |a 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 | |
| 520 | |a 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. | ||
| 580 | |a Nyomtatott kiadás: ISBN 9783030115173 | ||
| 580 | |a Nyomtatott kiadás: ISBN 9783030115197 | ||
| 506 | |a Az e-könyvek a teljes ELTE IP-tartományon belül online elérhetők. | ||
| 598 | |a könyv | ||
| 595 | |a e-book | ||
| 650 | 0 | 4 | |a matematika |x oktatás |
| 650 | 0 | 4 | |a inkluzív nevelés |
| 650 | 0 | 4 | |a gyógypedagógia |
| 650 | 0 | 4 | |a siketek |x oktatás |
| 650 | 0 | 4 | |a autisták |x pedagógia |
| 650 | 0 | 4 | |a oktatás |z Brazília |
| 651 | 4 | |a Németország | |
| 650 | 0 | |a Mathematics |x Study and teaching | |
| 650 | 0 | |a Learning | |
| 650 | 0 | |a Child psychology | |
| 650 | 0 | |a School psychology |x Cross-cultural studies. | |
| 650 | 0 | |a Educational sociology | |
| 653 | |a elektronikus könyv | ||
| 700 | 1 | |a Kollosche, David |e szerkesztő | |
| 700 | 1 | |a Marcone, Renato |e szerkesztő | |
| 700 | 1 | |a Knigge, Michel |e szerkesztő | |
| 700 | 1 | |a Penteado, Miriam Godoy |e szerkesztő | |
| 700 | 1 | |a Skovsmose, Ole |e szerkesztő | |
| 710 | 2 | |a SpringerLink (Online service) |e közreadó testület | |
| 856 | 4 | 0 | |y Online változat |u https://doi.org/10.1007/978-3-030-11518-0 |
| 850 | |a B2 | ||
| 264 | 1 | |a Cham |b Springer International Publishing |b Imprint: Springer |c 2019 | |