01070nam0 2200301 i 450 SUN000525620120323103122.2288-7928-165-820020808d1993 |0itac50 baitaIT|||| |||||Elogio dei giudici scritto da un avvocatoPiero Calamandreiintroduzione di Paolo Barile3. ristFirenzePonte alle Grazie1995XXXVI, 406 p.23 cm.GiudiceFISUNC002455GiustiziaItaliaFISUNC003233FirenzeSUNL000014347.4521Calamandrei, PieroSUNV00472562849Barile, Paolo1917-2000SUNV004708Ponte alle GrazieSUNV001113650ITSOL20201130RICASUN0005256UFFICIO DI BIBLIOTECA DEL DIPARTIMENTO DI GIURISPRUDENZA00CONS VIII.Ei.12 00 10464 20020808 Elogio dei giudici703685UNICAMPANIA04235nam 22006855 450 991058448530332120230810174640.09783030952167303095216910.1007/978-3-030-95216-7(MiAaPQ)EBC7042557(Au-PeEL)EBL7042557(CKB)24242558600041(MiFhGG)9783030952167(DE-He213)978-3-030-95216-7(EXLCZ)992424255860004120220711d2022 u| 0engur|n#||||||||txtrdacontentcrdamediacrrdacarrierEnabling Mathematics Learning of Struggling Students /edited by Yan Ping Xin, Ron Tzur, Helen Thouless1st ed. 2022.Cham :Springer International Publishing :Imprint: Springer,2022.1 online resource (389 pages)Research in Mathematics Education,2570-4737Print version: Xin, Yan Ping Enabling Mathematics Learning of Struggling Students Cham : Springer International Publishing AG,c2022 9783030952150 Includes bibliographical references and index.Section I: 1. Considerations of equity for learners experiencing mathematics difficulties: At the nexus between mathematics and special education -- 2. Characteristics of the Learners -- 3. Discerning Learning as Conceptual Change: A Vital Reasoning Tool for Teachers -- 4. Commentary on Section I -- Section II: 5. Connecting Theory to Concept Building: Designing Instruction for Learning -- 6. Meaningful Assessments of Students Who Struggle to Learn Mathematics -- 7. Commentary on Section II -- Section III: 8. Supporting Diverse Approaches to Meaningful Mathematics: From Obstacles to Opportunities -- 9.Engaging Multilingual Learners with Disabilities in Mathematical Discourse -- 10: Equitable Co-teaching Practices in Mathematics -- 11. Commentary on Section III -- Section IV: 12. Counting -- 13. Additive Reasoning and Problem Solving -- 14. Nurturing Multiplicative Reasoning with Whole Numbers -- 15. Nurturing Fractional Reasoning -- 16 Proportional Reasoning to Move Toward Linearity -- 17. Commentary on Section IV.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. .Research in Mathematics Education,2570-4737MathematicsStudy and teachingTeachersTraining ofEducational psychologyBiotechnologyMathematics EducationTeaching and Teacher EducationEducational PsychologyBiotechnologyMathematicsStudy and teaching.TeachersTraining of.Educational psychology.Biotechnology.Mathematics Education.Teaching and Teacher Education.Educational Psychology.Biotechnology.510.71371.90447Tzur RonThouless HelenXin Yan PingMiAaPQMiAaPQMiAaPQBOOK9910584485303321Enabling mathematics learning of struggling students2997286UNINA