Mathematical discourse that breaks barriers and creates space for marginalized learners / (Record no. 38179)
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| fixed length control field | 05615cam a2200565Ii 4500 |
| 001 - CONTROL NUMBER | |
| control field | BRILL9789463512121 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | nllekb |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20260610105516.0 |
| 007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION | |
| fixed length control field | cr un uuuua |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 171127s2018 ne a sb 000 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9789463512121 |
| Qualifying information | (electronic book) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| Canceled/invalid ISBN | 9789463512114 |
| Qualifying information | (print) |
| 024 7# - OTHER STANDARD IDENTIFIER | |
| Standard number or code | 10.1163/9789463512121 |
| Source of number or code | DOI |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (OCoLC)1012943823 |
| Canceled/invalid control number | (OCoLC)1013731465 |
| -- | (OCoLC)1013740902 |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | NL-LeKB |
| Transcribing agency | NL-LeKB |
| Description conventions | rda |
| 050 #4 - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | QA135.6 |
| Item number | .M38 2018 |
| 072 #7 - SUBJECT CATEGORY CODE | |
| Subject category code | JN |
| Source | bicssc |
| 072 #7 - SUBJECT CATEGORY CODE | |
| Subject category code | EDU000000 |
| Source | bisacsh |
| 082 04 - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 372.7 |
| Edition information | 23 |
| 245 00 - TITLE STATEMENT | |
| Title | Mathematical discourse that breaks barriers and creates space for marginalized learners / |
| Statement of responsibility, etc. | edited by Roberta Hunter, Marta Civil, Beth Herbel-Eisenmann, Núria Planas and David Wagner. |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Place of production, publication, distribution, manufacture | Rotterdam : |
| Name of producer, publisher, distributor, manufacturer | Sense Publishers. |
| 264 #4 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Date of production, publication, distribution, manufacture, or copyright notice | c2018. |
| 300 ## - online resource | |
| Extent | 1 online resource (x, 293 pages) : |
| Other physical details | illustrations. |
| 336 ## - CONTENT TYPE | |
| Content type term | text |
| Content type code | txt |
| Source | rdacontent |
| 337 ## - MEDIA TYPE | |
| Media type term | computer |
| Media type code | c |
| Source | rdamedia |
| 338 ## - CARRIER TYPE | |
| Carrier type term | online resource |
| Source | rdacarrier |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE | |
| Bibliography, etc. note | Includes bibliographical references. |
| 505 00 - FORMATTED CONTENTS NOTE | |
| Title | Front Matter -- |
| -- | Copyright page -- |
| -- | Introduction / |
| Statement of responsibility | Roberta Hunter and Marta Civil -- |
| Title | Opening the Space for all Students to Engage in Mathematical Practices Within Collaborative Inquiry and Argumentation / |
| Statement of responsibility | Roberta Hunter and Jodie Hunter -- |
| Title | Cultural Narratives and Status Hierarchies / |
| Statement of responsibility | Niral Shah and Sandra Crespo -- |
| Title | Creating Space and Supporting Vulnerable Learners / |
| Statement of responsibility | Kirstin Erath -- |
| Title | Considering Silence and Precision / |
| Statement of responsibility | Judit Moschkovich -- |
| Title | Language as Resource / |
| Statement of responsibility | José Manuel Martínez -- |
| Title | The Role of Continuous Assessment and Effective Teacher Response in Engaging all students / |
| Statement of responsibility | Paulino Preciado-Babb , Martina Metz , Soroush Sabbaghan and Brent Davis -- |
| Title | Learning to Support Student Discourse in an Urban High School District / |
| Statement of responsibility | Brian R. Lawler -- |
| Title | ‘Feeling’ the Mathematics of Disabled Learners / |
| Statement of responsibility | Elena Nardi , Lulu Healy , Irene Biza and Solange Hassan Ahmad Ali Fernandes -- |
| Title | Embodied Geometry / |
| Statement of responsibility | Christina M. Krause -- |
| Title | Using Rich Investigative Mathematics Activities Towards Embedding Culturally Responsive and Culturally Sustaining Mathematics Teaching / |
| Statement of responsibility | Robin Averill -- |
| Title | Mathematical Discourse When Engaging in Pattern Generalisation / |
| Statement of responsibility | Jodie Miller , Elizabeth Warren and Danielle Armour -- |
| Title | Language Resources to Scaffold Mathematical Learning for Remote Indigenous Learners / |
| Statement of responsibility | Robyn Jorgensen -- |
| Title | Who is Doing the Talking? an Inquiry Based Approach to Elementary Mathematics in Papua New Guinea / |
| Statement of responsibility | Cris Edmonds-Wathen , Kay Owens , Vagi Bino and Charly Muke -- |
| Title | Teaching and Learning Mathematics in Trilingual Classrooms / |
| Statement of responsibility | Mamokgethi S. Phakeng , NÚria Planas , Arindam Bose and Evelyn Njurai. |
| 506 ## - RESTRICTIONS ON ACCESS NOTE | |
| Terms governing access | Available to subscribing member institutions only. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | For the past decade reform efforts have placed importance on all students being able to participate in collaborative and productive mathematical discourse as an essential component for their learning of mathematics with deep conceptual understandings. In this book our intent is to support mathematics education researchers, teacher educators, teachers and policy makers in providing positive solutions to the enduring challenge in mathematics education of enabling all participants including diverse students to equitably access mathematical discourse. By diverse learners we mean learners who are minoritized in terms of gender, disability, or/and social, cultural, ethnic, racial or language backgrounds. We aim to increase understanding about what it means to imagine, design and engage with policy and practice which enhance opportunities for all students to participate in productive mathematical discourse. In widening the lens across policy and practice settings we recognize the interplay between the many complex factors that influence student participation in mathematics. The various chapters tell practical stories of equitable practices for diverse learners within a range of different contexts. Different research perspectives, empirical traditions, and conceptual foci are presented in each chapter. Various aspects of diversity are raised, issues of concern are engaged with, and at times conventional wisdom challenged as the authors provide insights as to how educators may address issues of equitable access of minoritized learners to the mathematical discourse within settings across early primary through to high school, and situated in schools or in family and community settings. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Mathematics |
| General subdivision | Study and teaching (Elementary) |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Mathematics |
| General subdivision | Study and teaching (Secondary) |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Multicultural education. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Children with disabilities |
| General subdivision | Education. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Mathematics |
| General subdivision | Language. |
| 650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Children with disabilities |
| General subdivision | Education. |
| Source of heading or term | fast |
| 650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Mathematics |
| General subdivision | Language. |
| Source of heading or term | fast |
| 650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Mathematics |
| General subdivision | Study and teaching (Elementary) |
| Source of heading or term | fast |
| 650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Mathematics |
| General subdivision | Study and teaching (Secondary) |
| Source of heading or term | fast |
| 650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Multicultural education. |
| Source of heading or term | fast |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Hunter, Roberta. |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Civil, Marta. |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Herbel-Eisenmann, Beth A. |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Planas, Nuria. |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Wagner, David, |
| Dates associated with a name | 1965- |
| 776 08 - ADDITIONAL PHYSICAL FORM ENTRY | |
| Relationship information | Print version: |
| Title | Mathematical Discourse that Breaks Barriers and Creates Space for Marginalized Learners |
| Place, publisher, and date of publication | Leiden, Boston : Brill | Sense, 2018, |
| International Standard Book Number | 9789463512114 |
| 830 #0 - SERIES ADDED ENTRY--UNIFORM TITLE | |
| Uniform title | Educational Research E-Books Online, Collection 2018, ISBN: 9789004375666. |
| 856 4# - ELECTRONIC LOCATION AND ACCESS | |
| Public note | DOI: |
| Uniform Resource Identifier | <a href="http://dx.doi.org/10.1163/9789463512121">http://dx.doi.org/10.1163/9789463512121</a> |
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