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001			BRILL9789463512121
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008			171127s2018 ne a sb 000 0 eng d
020			_a9789463512121 _q(electronic book)
020			_z9789463512114 _q(print)
024	7		_a10.1163/9789463512121 _2DOI
035			_a(OCoLC)1012943823 _z(OCoLC)1013731465 _z(OCoLC)1013740902
040			_aNL-LeKB _cNL-LeKB _erda
050		4	_aQA135.6 _b.M38 2018
072		7	_aJN _2bicssc
072		7	_aEDU000000 _2bisacsh
082	0	4	_a372.7 _223
245	0	0	_aMathematical discourse that breaks barriers and creates space for marginalized learners / _cedited by Roberta Hunter, Marta Civil, Beth Herbel-Eisenmann, Núria Planas and David Wagner.
264		1	_aRotterdam : _bSense Publishers.
264		4	_cc2018.
300			_a1 online resource (x, 293 pages) : _billustrations.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _2rdacarrier
504			_aIncludes bibliographical references.
505	0	0	_tFront Matter -- _tCopyright page -- _tIntroduction / _rRoberta Hunter and Marta Civil -- _tOpening the Space for all Students to Engage in Mathematical Practices Within Collaborative Inquiry and Argumentation / _rRoberta Hunter and Jodie Hunter -- _tCultural Narratives and Status Hierarchies / _rNiral Shah and Sandra Crespo -- _tCreating Space and Supporting Vulnerable Learners / _rKirstin Erath -- _tConsidering Silence and Precision / _rJudit Moschkovich -- _tLanguage as Resource / _rJosé Manuel Martínez -- _tThe Role of Continuous Assessment and Effective Teacher Response in Engaging all students / _rPaulino Preciado-Babb , Martina Metz , Soroush Sabbaghan and Brent Davis -- _tLearning to Support Student Discourse in an Urban High School District / _rBrian R. Lawler -- _t‘Feeling’ the Mathematics of Disabled Learners / _rElena Nardi , Lulu Healy , Irene Biza and Solange Hassan Ahmad Ali Fernandes -- _tEmbodied Geometry / _rChristina M. Krause -- _tUsing Rich Investigative Mathematics Activities Towards Embedding Culturally Responsive and Culturally Sustaining Mathematics Teaching / _rRobin Averill -- _tMathematical Discourse When Engaging in Pattern Generalisation / _rJodie Miller , Elizabeth Warren and Danielle Armour -- _tLanguage Resources to Scaffold Mathematical Learning for Remote Indigenous Learners / _rRobyn Jorgensen -- _tWho is Doing the Talking? an Inquiry Based Approach to Elementary Mathematics in Papua New Guinea / _rCris Edmonds-Wathen , Kay Owens , Vagi Bino and Charly Muke -- _tTeaching and Learning Mathematics in Trilingual Classrooms / _rMamokgethi S. Phakeng , NÚria Planas , Arindam Bose and Evelyn Njurai.
506			_aAvailable to subscribing member institutions only.
520			_aFor 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	_aMathematics _xStudy and teaching (Elementary)
650		0	_aMathematics _xStudy and teaching (Secondary)
650		0	_aMulticultural education.
650		0	_aChildren with disabilities _xEducation.
650		0	_aMathematics _xLanguage.
650		7	_aChildren with disabilities _xEducation. _2fast
650		7	_aMathematics _xLanguage. _2fast
650		7	_aMathematics _xStudy and teaching (Elementary) _2fast
650		7	_aMathematics _xStudy and teaching (Secondary) _2fast
650		7	_aMulticultural education. _2fast
700	1		_aHunter, Roberta.
700	1		_aCivil, Marta.
700	1		_aHerbel-Eisenmann, Beth A.
700	1		_aPlanas, Nuria.
700	1		_aWagner, David, _d1965-
776	0	8	_iPrint version: _tMathematical Discourse that Breaks Barriers and Creates Space for Marginalized Learners _dLeiden, Boston : Brill | Sense, 2018, _z9789463512114
830		0	_aEducational Research E-Books Online, Collection 2018, ISBN: 9789004375666.
856	4		_zDOI: _uhttp://dx.doi.org/10.1163/9789463512121
999			_c38179 _d38179