The book provides an overview of state-of-the-art research from Brazil and Germany in the field of inclusive mathematics education. Originated from a research cooperation between two countries where inclusive education in mathematics has been a major challenge, this volume seeks to make recent research findings available to the international community of mathematics teachers and researchers. In the book, the authors cover a wide variety of special needs that learners of mathematics may have in inclusive settings. They present theoretical frameworks and methodological approaches for research and practice.

Autorentext

Michel Knigge is a full professor for inclusion and organizational development at the Universität Potsdam, Germany. Before that, he was a professor for educational psychology at the Universität Hamburg and at the Martin-Luther-Universität Halle-Wittenberg, Germany. His research focus lies on inclusive education in schools with a special focus on structures and related psychological processes of all stakeholders involved that hinder or enhance participation and discrimination. During the editorship for this book he developed a strong interest in inclusive and critical mathematics education.

David Kollosche has been a professor for mathematics education at the Pädagogische Hochschule Vorarlberg, a teacher training university in Feldkirch, Austria, since 2017. After completing his studies of mathematics, English and education at the Universität Potsdam, Germany, he worked as a high school teacher for mathematics for two years and obtained a doctorate from the Universität Potsdam for his socio-critical dissertation on Society, mathematics and education. Apart from socio-critical perspectives on mathematics education, his research interests include students' relations to mathematics and mathematics education, processes of self-exclusion from mathematics, educational goals of mathematics education and the potential and limitations of inquiry-based learning.

Renato Marcone has been an associated professor for mathematics and mathematics education at the Diadema campus of the Universidade Federal de São Paulo, Brazil, since 2015. His research interest is related to inclusion, difference and mathematics education. He was active as a co-founder of the central Accessibility and Inclusion Centre of the Universidade Federal de São Paulo in 2017 and as the coordinator of the local Accessibility and Inclusion Centre of the Diadema campus, being responsible for the organization of inclusive action on the campus. Before that, he finished his dissertation Deficiencialism: The invention of deficiency by normality where he discusses the concept of disability and its consequences for the teaching and the learning of mathematics.****

Miriam Godoy Penteado is a researcher and lecturer at Universidade Estadual Paulista in Rio Claro, Brazil, where she teaches at the Graduate Program in Mathematics Education. Her research addresses teacher education, collaboration between universities and schools, and students with special needs and rights. She is directing a group including researchers, doctoral students, master students, and teachers, investigating a range of issues related to problems of social inclusion and exclusion.****

Ole Skovsmose has a special interest in critical mathematics education. He has investigated the notions of landscape of investigation, mathematics in action, and students' foreground. He was a full professor at the Department of Learning and Philosophy of Aalborg Universitet, Denmark, but is now retired and spends much of his time in Brazil. He has published several books including Towards a Philosophy of Critical Mathematics Education, Dialogue and Learning in Mathematics Education (together with Helle Alrø), Travelling Through Education, In Doubt, An Invitation to Critical Mathematics Education, Foregrounds, and Critique as Uncertainty.

Inhalt
Chapter1: Inclusive mathematics education: An introduction.- Chapter2: Inclusive (mathematics) education in Brazil.- Chapter3: Inclusive (mathematics) education in the German-speaking countries.- Chapter4: School inclusion: Considerations about the education process of teachers who teach mathematics.- Chapter5: Who can learn mathematics?.- Chapter6: Microexclusion in inclusive mathematics education.- Chapter7: Inclusion, meetings and landscapes.- Chapter8: Learning environments in inclusive mathematics classrooms: Design principles, learning processes and conditions of success.- Chapter9: The 'learning office' as an approach for inclusive education in mathematics: Opportunities and challenges.- Chapter10: Selected findings of the first large-scale implementation of Response to Intervention in Germany.- Chapter11: Dialogic learning on a shared theme: Approaching inclusive settings in the mathematics classroom.- Chapter12: Landscapes of investigation and inclusive actions.- Chapter13: Inclusive mathematics instruction: A conceptual framework and selected research results of a video study.- Chapter14: Assessment in inclusive mathematics education: Approaches to designing progress assessments for numeracy learning.- Chapter15: Teaching mathematics in an inclusive context: A challenge for the educational interpreter in Libras.- Chapter16: Inclusive education for the deaf: An analysis of mathematical knowledge intermediated by Brazilian Sign Language interpreters.- Chapter17: The role of the interpreter of Brazilian Sign Language in the dialogue among deaf and hearing students in mathematics classes.- Chapter18: The meaning of division for deaf students in the context of problem-solving situations.- Chapter19: Autism spectrum disorder and mathematics education: Possibilities with students from elementary school.- Chapter20: Students with autism spectrum disorder and didactic situations involving mathematics: A case study.- Chapter21: The evaluation of linguistic difficulties in mathematical tasks.- Chapter22: The cognitive function of language and its influence on the learning of mathematics in inclusive settings: A primary school study on the example of multiplication and division.- Chapter23: Math, I don't get it: An exploratory study on verbalizing mathematical content by students with speech and language impairment, students with learning disability, and students without special educational needs.- Chapter24: Mathematics anxiety: Definition, prevention, reversal strategies and school setting inclusion.- Chapter25: Math anxiety during the transition from primary to secondary school.- Chapter26: Reasons for auto-exclusion: Why students reject mathematics.- Chapter27: Beginning and persisting: Fostering problem solving for children with special educational needs on the basis of problems with self-motivation in mathematics classes.- Chapter28: Solving problems of counting through dialogical mediation in a hospital classroom: Mathematics education in the hospital environment.- Chapter29: Solidarity economy and inclusive mathematical education for adults with special needs.- Chapter30: Authorship in mathematics in a environment marked between delinquency and inclusion.- Chapter31: Preparing pre-service teachers for inclusive education: Analyzing the status quo and comparing the effect of different types of subject-specific learning opportunities.- Chapter32: Diagnostic competence of math teacher students: An important skill in inclusive settings.- Chapter33: Preparation for inclusive teaching: Entangling prospective teachers' perspectives on inclusive teaching using mathematics education as an example.- Chapter34: 'This has to be done without bending backwards': Collective orientations and experiences of student teachers in relation to heterogeneity in school.- Chapter35:&nb…