Socio-Cultural Perspectives of Mathematics Teaching and Learning - Softcover

9798337396057: Socio-Cultural Perspectives of Mathematics Teaching and Learning

Softcover

ISBN 13: 9798337396057

Publisher: Information Science Reference, 2026

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.

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About the Authors

Lutfi Incikabi is a Professor of Mathematics Education at Kastamonu University. He earned an Ed.D. in Mathematics Education from Teachers College, Columbia University in 2011 and subsequently served as a Teaching Assistant at Mersin University (2011–2012). Since joining Kastamonu University in 2012, his scholarship has focused on elementary mathematics education, gender equity and stereotypes in mathematics, authentic mathematics teaching, comparative education, and technology-integrated instruction. His specific interests include the design of mathematics courses and professional learning grounded in the Technological Pedagogical Content Knowledge (TPACK) framework; national and international comparative analyses of assessments, curricula, and textbooks; and research on mathematical creativity, authentic problem development, and the influence of gender stereotypes on students’ learning and participation. He contributes to teacher education through course design, practicum mentorship, and school–university partnerships that advance equity-oriented mathematics instruction, and he has collaborated on curriculum and assessment initiatives at multiple levels.

Hartono Tjoe is an Associate Professor of Mathematics Education at The Pennsylvania State University. He earned a Ph.D. in Mathematics Education from Teachers College, Columbia University. His research examines the cognitive role of mathematical aesthetics in students’ reasoning; how learners make strategic choices among solution methods; and the relational roles of item discrimination and difficulty when evaluating performance and sequencing instruction. He designs and studies tasks that foreground elegance, structure, and efficiency in problem solving and investigates how such criteria shape students’ preferences and affective engagement with mathematics. Tjoe teaches and advises on integrating problem-solving heuristics, psychometric evidence, and task design in teacher education, and he contributes to program development in mathematics education. His scholarship bridges psychometrics, problem-solving research, and teacher professional learning to inform evidence-based instructional decision-making and assessment.

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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