Matos, J. F., Powell, A. Access to upper-level mathematics: The stories of African American middle-school boys who are successful with school mathematics. Gervasoni, A., & Sullivan, P. (2007). In some societies the new ideas have to justify their adoption in the face to the old, tried and tested ideas. One doesn’t want to go over old ground again, but yet one needs to establish the new in the context of the old. Mendick, H. (2005). The main implications for teachers and educational psychologists are to pay much greater attention to children’s out-of-school mathematics, and to develop further ways of linking home and school mathematics. (2007). African American male adolescents, schooling (and mathematics): Deficiency, rejection, and achievement. Mathematics word problem solving for deaf students: A survey of perceptions and practices. Weber, K., Maher, C., Powell, A. Berry, J. M. (1985). For three different types of tasks, students provided feedback on the relative extent to which they enjoyed, learned from, and found difficult each type of task, respectively. Charlotte, NC: Information Age Publishing. Critical mathematics education: An application of Paulo Freire’s epistemology. Grappling with complexity: Co-learning in inquiry communities in mathematics teaching development. Set in contemporary South Africa - a context of linguistic diversity and rapid change - this book offers a spotlight whose beam is wide enough to illuminate dilemmas at work in all mathematics classrooms. In N. S. Nasir & P. Cobb (Eds.). This document or any part of it may not be duplicated and/or distributed without permission of the copyright owner. In J. Boaler (Ed.). B., Maher, C. A., & Alston, A. S. (2004). In M. Marschark & P. E. Spencer (Eds.). Estimated H-index: 16 (USP: University of São Paulo), Arthur B. Powell 13. In D. B. Martin (Ed.). Problematizing research on, Journal for Research in Mathematics Education, 39, gap gazing: How can thinking about education, ZDM—International Journal of Mathematics Education, Mathematics teaching, learning, and libera-, Savage inequalities: Children in America’s schools, Educational Evaluation and Policy Analysis, 15, nderpinnings of learning by deaf and hard-of-hearin, European Journal of Special Needs Education, 26, Mathematics teaching, learning and liberation, The construction zone: Working for cognitive c, Journal of Deaf Studies and Deaf Education, 7, 004). In D. F. Moores & D. S. Martin (Eds.). mastery of math facts and algorithms” (p. 91). The Netherlands: Kluwer Academic Publishers. Deafness, numerical cognition and mathematics. Preparing culturally responsive teachers. B. Gorgorio, N., & Planas, N. (2001). Understanding and Overcoming Pupils' Learning Difficulties in Mathematics 53 learning the 9 times table by verbal rehearsal, finger mathematics, and patterns (e.g., 9 X 7 = 63, where 6 is one less than 7 and, 6 + 3 = 9). (2004). to learn to teach using strategies that advantage dominant groups. Agenda setting, enlightened self-interest, and equity in mathematics education. Third International Handbook of Mathematics Education. Lulu Healy and Arthur B. Powell. Appropriating mathematical practices: A case study of learning to use and explore functions through interaction with a tutor. Digital technologies and the challenge of constructing an inclusive school mathematics. equity in mathematics education. Deaf learners and mathematical problem solving. Overcoming barriers to learning in mathematics 'Within the school curriculum learning mathematics is uniquely challenging in that it is highly organised, sequential and progressive. Cognitive underpinnings of learning by deaf and hard-of-hearing students: Differences, diversity, and directions.

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