Enabling Mathematics Learning of Struggling Students

Yan Ping Xin

ISBN 10: 3030952150 / ISBN 13: 9783030952150

Published by Springer, Springer Jul 2022, 2022

About this Item

This item is printed on demand - Print on Demand Titel. Neuware -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.Springer-Verlag KG, Sachsenplatz 4-6, 1201 Wien 404 pp. Englisch.

Seller Inventory # 9783030952150

Bibliographic Details

• Title: Enabling Mathematics Learning of Struggling Students
• Publisher: Springer, Springer Jul 2022
• Publication Date: 2022
• Language: English
• ISBN 10: 3030952150
• ISBN 13: 9783030952150
• Binding: Buch
• Condition: Neu
• Dimensions: 241W x 160H x 28D millimeters 241 millimeters width by 160 millimeters height by 28 millimeters depth
• Weight: 770 grams

About this title

Synopsis

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.