Synopsis
Mathematics teaching and learning influence the social and cultural experiences of learners and educators. Socio-cultural perspectives of mathematics education emphasize that mathematical understanding is shaped through language, interaction, cultural practices, beliefs, and participation in communities. This approach examines how factors like culture, identity, communication, social norms, and classroom environments affect students' engagement with mathematical concepts. By recognizing the diverse backgrounds and lived experiences of learners, socio-cultural perspectives promote more inclusive, meaningful, and equitable approaches to mathematics instruction that support active participation and conceptual understanding. Socio-Cultural Perspectives of Mathematics Teaching and Learning examines how culture, language, identity, and power shape mathematics teaching and learning in different contexts. It examines equity, belonging, and justice in classroom practices, highlighting teacher training, curriculum design, and assessment, with a particular emphasis on culturally responsive mathematics education and ethnomathematics as levers for inclusive participation. This book covers topics such as cultural pedagogies, instructional design, and teacher education, and is a useful resource for educators, sociologists, mathematicians, academicians, researchers, and scientists.
About the Authors
Lutfi Incikabı is a Professor of Mathematics Education at Kastamonu University. He earned his Doctor of Education (Ed.D.) in Mathematics Education from Teachers College, Columbia University in 2011, after which he served as a Teaching Assistant at Mersin University (2011-2012). Since joining the faculty of Kastamonu University in 2012, he has continued his academic career with a focus on elementary mathematics education, gender equity and stereotypes in mathematics education, authentic mathematics teaching, comparative education, and technology-integrated instruction. His specific research interests include the design of mathematics courses based on the Technological Pedagogical Content Knowledge (TPACK) framework, national and international comparative studies of assessments, curricula, and textbooks, as well as the exploration of mathematical creativity, authentic problem development, and the influence of gender stereotypes on mathematics learning.
Hartono Tjoe is an Associate Professor of Mathematics Education at the Pennsylvania State University, where he teaches courses in mathematics and mathematics education. His research focuses on the cognitive role of mathematical aesthetics and strategic choices of problem solving solution methods and the relational role of item discrimination and difficulty.
Fadime Ulusoy is a Lecturer in the Department of Mathematics and Science Education at Kastamonu University, Turkey. She received her Ph.D. in Mathematics Education from Middle East Technical University in 2016. She has been awarded the "METU 2017 Thesis of Award" with her doctorate thesis entitled Developing Prospective Mathematics Teachers Knowledge for Teaching Quadrilaterals Through a Video Case-Based Learning Environment." Her research interests are elementary mathematics educa- tion, video cases, and teacher education. She specifically interested in the use of video cases in teacher education; active learning techniques; covariational reasoning; teaching and learning of geometry; mul- multiple representations in the teaching and learning of mathematics; subject matter knowledge and pedagogical content knowledge; noticing theory and technology integration.
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