Ethnomathematics and Culturally Responsive Pedagogy - Couverture souple

Couverture souple

ISBN 13 : 9798260034866

Editeur : Igi Global Scientific Publishing, 2026

Synopsis

Ethnomathematics and culturally responsive pedagogy recognize the importance of students' cultural backgrounds in the teaching and learning of mathematics. Ethnomathematics explores mathematical ideas, practices, and problem-solving strategies in diverse cultural traditions, highlighting that mathematical knowledge exists across all societies and communities. Culturally responsive incorporates students' cultural experiences, perspectives, and values into classroom instruction, making learning more meaningful and engaging. Together, these approaches promote inclusive learning environments where students can connect mathematical concepts to their own identities and lived experiences. Further exploration may foster greater student achievement, participation, and appreciation for the diverse ways educators and students understand and apply mathematics. Ethnomathematics and Culturally Responsive Pedagogy explores how cultural practices, traditions, and community experiences shape mathematical knowledge. It examines how culturally responsive teaching strategies integrate students' cultural backgrounds into mathematics instruction to promote equity, engagement, and deeper understanding of mathematical concepts. This book covers topics such as multicultural education, sociology, and curriculum development, and is a useful resource for educators, sociologists, mathematicians, researchers, and scientists.

A propos du livre

À propos des auteurs

Lutfi Incikabi is a Professor of Mathematics Education at Kastamonu University. He earned an Ed.D. in Mathematics Education from Teachers College, Columbia University in 2011 and subsequently served as a Teaching Assistant at Mersin University (2011–2012). Since joining Kastamonu University in 2012, his scholarship has focused on elementary mathematics education, gender equity and stereotypes in mathematics, authentic mathematics teaching, comparative education, and technology-integrated instruction. His specific interests include the design of mathematics courses and professional learning grounded in the Technological Pedagogical Content Knowledge (TPACK) framework; national and international comparative analyses of assessments, curricula, and textbooks; and research on mathematical creativity, authentic problem development, and the influence of gender stereotypes on students’ learning and participation. He contributes to teacher education through course design, practicum mentorship, and school–university partnerships that advance equity-oriented mathematics instruction, and he has collaborated on curriculum and assessment initiatives at multiple levels.

Hartono Tjoe is an Associate Professor of Mathematics Education at The Pennsylvania State University. He earned a Ph.D. in Mathematics Education from Teachers College, Columbia University. His research examines the cognitive role of mathematical aesthetics in students’ reasoning; how learners make strategic choices among solution methods; and the relational roles of item discrimination and difficulty when evaluating performance and sequencing instruction. He designs and studies tasks that foreground elegance, structure, and efficiency in problem solving and investigates how such criteria shape students’ preferences and affective engagement with mathematics. Tjoe teaches and advises on integrating problem-solving heuristics, psychometric evidence, and task design in teacher education, and he contributes to program development in mathematics education. His scholarship bridges psychometrics, problem-solving research, and teacher professional learning to inform evidence-based instructional decision-making and assessment.

Fadime Ulusoy is a Lecturer in the Department of Mathematics and Science Education at Kastamonu University, Turkey. She received her Ph.D. in Mathematics Education from Middle East Technical University in 2016. She has been awarded the “METU 2017 Thesis of Award” with her doctorate thesis entitled Developing Prospective Mathematics Teachers Knowledge for Teaching Quadrilaterals Through a Video Case-Based Learning Environment.” Her research interests are elementary mathematics educa- tion, video cases, and teacher education. She specifically interested in the use of video cases in teacher education; active learning techniques; covariational reasoning; teaching and learning of geometry; mul- multiple representations in the teaching and learning of mathematics; subject matter knowledge and pedagogical content knowledge; noticing theory and technology integration.

Détails de l'édition

• Éditeur: Igi Global Scientific Publishing
• Date d'édition: 2026
• Langue: anglais
• ISBN 13: 9798260034866
• Reliure: Tapa blanda
• Nombre de pages: 468
• Éditeur: Incikabi Lutfi, Tjoe Hartono, Ulusoy Fadime
• Coordonnées du fabricant: non disponible
• Personne responsable: gpsr@libri.de; gpsr@libri.de; ; Europaallee 1; Bad Hersfeld; 36244; Allemagne