Titlebook: Inclusive Mathematics Education; State-of-the-Art Res David Kollosche,Renato Marcone,Ole Skovsmose Book 2019 Springer Nature Switzerland AG

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书目名称Inclusive Mathematics Education影响因子(影响力)学科排名




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书目名称Inclusive Mathematics Education网络公开度学科排名




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书目名称Inclusive Mathematics Education被引频次学科排名




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书目名称Inclusive Mathematics Education读者反馈




书目名称Inclusive Mathematics Education读者反馈学科排名

Jejune

彩色

减少

Who Can Learn Mathematics?, with the following research questions as guidance: Is it possible to define what mathematical contents a blind student can or cannot study? If one answers yes for this question, then I ask: Who defines it? In order to discuss this subject, the paper includes four sections. The first features short

不舒服

Microexclusion in Inclusive Mathematics Educationve contexts, the processes of exclusion, which previously were explicit, have often been transformed into local and implicit actions. Such microexclusions may be carried out covertly, which makes it difficult to identify and denounce them. In particular, we investigate what types of microexclusions

违法事实

Inclusions, Meetings and Landscapession and, certainly, to do so in an educational domain. I want to show, however, that it is only at its semantic surface that inclusion is forthright but that it is actually a contested concept. Such a concept can receive different interpretations and be brought into action in very different discour

熄灭

Perineum

隼鹰

Selected Findings of the First Large-Scale Implementation of Response to Intervention in Germanyially in Mecklenburg-Western Pomerania. Then, the specific implementation of the Response to Intervention concept in the Rügen Inclusion Model is described on the example of mathematics education at elementary schools. Principal findings of our evaluation study are summarized with a focus on mathema

混沌

Dialogic Learning on a Shared Theme: Approaching Inclusive Settings in the Mathematics Classroom didactics. A key element of his theory is the idea that all children in a classroom learn together on a shared theme in cooperation with one another. Following Feuser’s ideas, the question arises: how to implement the concept of . in the mathematics classroom. The theory of dialogic learning establ