Inclusive Mathematics Education

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: Professionalization for inclusive mathematics education: Challenges for subject-specific teacher education.  

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.