Socio-Cultural Perspectives of Mathematics Teaching and Learning
Language: English
Published by IGI GLOBAL SCIENTIFIC PUBLISHING, 2026
- Softcover
- New
Seller: AHA-BUCH GmbH, Einbeck, GermanyAHA-BUCH GmbH
AbeBooks seller since August 14, 2006
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nach der Bestellung gedruckt Neuware - Printed after ordering - 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. …
Seller Inventory # 9798337396057
- Title
- Socio-Cultural Perspectives of Mathematics Teaching and Learning
- Author
- Fadime Ulusoy
- Publisher
- IGI GLOBAL SCIENTIFIC PUBLISHING
- Publication year
- 2026
- Condition
- Neu
- Binding
- Taschenbuch
- Language
- English
- ISBN 13
- 9798337396057
- Item weight
- 953 grams
- Dimensions
- 254x178x27 mm
"Synopsis" may belong to another edition of this title.
About the Author
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.
"About the title" may belong to another edition of this title.
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