LEADER 04235nam 22006855 450 001 9910584485303321 005 20230810174640.0 010 $a9783030952167 010 $a3030952169 024 7 $a10.1007/978-3-030-95216-7 035 $a(MiAaPQ)EBC7042557 035 $a(Au-PeEL)EBL7042557 035 $a(CKB)24242558600041 035 $a(MiFhGG)9783030952167 035 $a(DE-He213)978-3-030-95216-7 035 $a(EXLCZ)9924242558600041 100 $a20220711d2022 u| 0 101 0 $aeng 135 $aur|n#|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aEnabling Mathematics Learning of Struggling Students /$fedited by Yan Ping Xin, Ron Tzur, Helen Thouless 205 $a1st ed. 2022. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2022. 215 $a1 online resource (389 pages) 225 1 $aResearch in Mathematics Education,$x2570-4737 311 18$aPrint version: Xin, Yan Ping Enabling Mathematics Learning of Struggling Students Cham : Springer International Publishing AG,c2022 9783030952150 320 $aIncludes bibliographical references and index. 327 $aSection 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. 330 $aThis book provides prospective and practicing teachers with research insights into the mathematical difficulties of students with Learning Disabilities and classroom practices that address these difficulties. This linkage between research and practice celebrates teachers as learners of their own students? mathematical thinking, thus contributing an alternative view of mathematical progression in which students are taught conceptually. The research-based volume presents a unique collaboration among researchers in special education, psychology, and mathematics education from around the world. It reflects an ongoing work by members of the International Group for the Psychology of Mathematics Education (PME) and the North American Chapter of the PME Working Groups. The authors of chapters in this book, who have been collaborating extensively over the past 7 years, are from Australia, Canada, the United Kingdom, and the United States. . 410 0$aResearch in Mathematics Education,$x2570-4737 606 $aMathematics$xStudy and teaching 606 $aTeachers$xTraining of 606 $aEducational psychology 606 $aBiotechnology 606 $aMathematics Education 606 $aTeaching and Teacher Education 606 $aEducational Psychology 606 $aBiotechnology 615 0$aMathematics$xStudy and teaching. 615 0$aTeachers$xTraining of. 615 0$aEducational psychology. 615 0$aBiotechnology. 615 14$aMathematics Education. 615 24$aTeaching and Teacher Education. 615 24$aEducational Psychology. 615 24$aBiotechnology. 676 $a510.71 676 $a371.90447 702 $aTzur$b Ron 702 $aThouless$b Helen 702 $aXin$b Yan Ping 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910584485303321 996 $aEnabling mathematics learning of struggling students$92997286 997 $aUNINA