Inside the Mathematics Class Sociological Perspectives on Participat
This volume is a forward–looking intersection of Sociological perspectives on mathematics classrooms and socio-political perspectives on mathematics education. The first perspective has generated a substantial body of knowledge in mathematics education. I
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Uwe Gellert Christine Knipping Hauke Straehler-Pohl Editors
Inside the Mathematics Class Sociological Perspectives on Participation, Inclusion, and Enhancement
Advances in Mathematics Education Series Editors Gabriele Kaiser, University of Hamburg, Hamburg, Germany Bharath Sriraman, The University of Montana, Missoula, MT, USA International Editorial Board Ubiratan D’Ambrosio (São Paulo, Brazil) Jinfa Cai (Newark, NJ, USA) Helen Forgasz (Melbourne, Victoria, Australia) Jeremy Kilpatrick (Athens, GA, USA) Christine Knipping (Bremen, Germany) Oh Nam Kwon (Seoul, Korea)
More information about this series at http://www.springer.com/series/8392
Uwe Gellert • Christine Knipping Hauke Straehler-Pohl Editors
Inside the Mathematics Class Sociological Perspectives on Participation, Inclusion, and Enhancement
Editors Uwe Gellert Department of Education and Psychology Freie Universität Berlin Berlin, Germany Hauke Straehler-Pohl Department of Education and Psychology Freie Universität Berlin Berlin, Germany
Christine Knipping Department of Mathematics and Computer Science Universität Bremen Bremen, Germany
ISSN 1869-4918 ISSN 1869-4926 (electronic) Advances in Mathematics Education ISBN 978-3-319-79044-2 ISBN 978-3-319-79045-9 (eBook) https://doi.org/10.1007/978-3-319-79045-9 Library of Congress Control Number: 2018949356 © Springer International Publishing AG, part of Springer Nature 2018 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. 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 relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. Printed on acid-free paper This Springer imprint is published by the registered company Springer Nature Switzerland AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
Preface
I am delighted to have been invited to provide a Preface to this book. It has been edited by researchers whose work in studying classrooms and students’ learning from a sociological point of view is well known. The
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