Diversity in Mathematics Education Towards Inclusive Practices
This book presents a research focus on diversity and inclusivity in mathematics education. The challenge of diversity, largely in terms of student profiles or contextual features, is endemic in mathematics education, and is often argued to require differe
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The Mathematics Education Library presents significant new ideas and developments of major importance to those working in the field of mathematics education. The series aims to provide a fundamental resource for educators, researchers and students, and to reflect the variety of research, practice and theory concerns within this discipline. It deals with philosophical, didactical and methodological subjects, as well as with new pedagogical programs in mathematics education. An understanding of mathematics and of mathematics education is fundamental in our increasingly complex societies where mathematics is expected to be taught at all levels and to students of all ages and abilities. The books published in the Mathematics Educational Library reflect this broad scope and are intended to be of universal interest to researchers and teachers in the field of mathematics education. Book proposals for this series may be submitted to the Publishing Editor: Melissa James; e-mail: [email protected] More information about this series at http://www.springer.com/series/6276
Alan Bishop • Hazel Tan • Tasos N Barkatsas Editors
Diversity in Mathematics Education Towards Inclusive Practices
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Editors Alan Bishop Faculty of Education Monash University Clayton Victoria Australia
Tasos N Barkatsas School of Education RMIT University Bundoora Victoria Australia
Hazel Tan Faculty of Education Monash University Clayton Victoria Australia
ISSN 0924-4921 ISSN 2214-983X (electronic) ISBN 978-3-319-05977-8 ISBN 978-3-319-05978-5 (eBook) DOI 10.1007/978-3-319-05978-5 Springer Cham Heidelberg New York Dordrecht London Library of Congress Control Number: 2014945341 © Springer International Publishing Switzerland 2015 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher’s location, in its current version, and permission for use must always be obtained from Springer. Permissions for use may be obtained through RightsLink at the Copyright Clearance Center. Violations are liable to prosecution under the respective Copyright Law. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the r
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