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Inside the Mathematics Class

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Cover of 'Inside the Mathematics Class'

Table of Contents

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    Book Overview
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    Chapter 1 Zooming-In: The Sociological Gaze and the Mathematics Classroom
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    Chapter 2 The Recognition of Pedagogic Rights in Mathematics Classrooms: A Framework for Reflecting Implicit Normative Assumptions in the Sociology of Mathematics Education
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    Chapter 3 Resistance from Within the Mathematics Classroom: Silences, Strategies, and Subjectivities
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    Chapter 4 “What might really happen?” – Reflections on Implicit Practices and Teachers’ Perspectives in the Context of ‘Realistic’ School Mathematics
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    Chapter 5 Language Diversity Builds Mathematics Learning as Much as Mathematics Learning Builds Language Diversity
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    Chapter 6 Differential Enhancement in Mathematical Pre-School Class Activities
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    Chapter 7 Agency, Materiality, and Mathematics Learning in a Preschool Classroom
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    Chapter 8 Racism and Mathematics Education in a Racial Democracy: Views from the Classroom
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    Chapter 9 Storytelling in a Fifth Grade Mathematics Classroom: Matters of Content and Personhood
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    Chapter 10 Deaf Students Learning Mathematics: Interactive Patterns, Participation, and Inclusion
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    Chapter 11 Participation in Argumentation
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    Chapter 12 Humanizing and Dehumanizing Trends in a Critical Math Classroom
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    Chapter 13 Gendered Positions and Participation in Whole Class Discussions in the Mathematics Classroom
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    Chapter 14 A Discourse-Based Framework for Identifying Authority Structures in Mathematics Classrooms
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    Chapter 15 Meta-Rules of Discursive Practice in Mathematics Classrooms from Seoul, Shanghai and Tokyo
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    Chapter 16 Commentary: In Search for Common Ground
Attention for Chapter 8: Racism and Mathematics Education in a Racial Democracy: Views from the Classroom
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Chapter title
Racism and Mathematics Education in a Racial Democracy: Views from the Classroom
Chapter number 8
Book title
Inside the Mathematics Class
Published by
Springer, Cham, January 2018
DOI 10.1007/978-3-319-79045-9_8
Book ISBNs
978-3-31-979044-2, 978-3-31-979045-9

Luz Valoyes-Chávez, Valoyes-Chávez, Luz

Twitter Demographics

The data shown below were collected from the profile of 1 tweeter who shared this research output. Click here to find out more about how the information was compiled.

Mendeley readers

The data shown below were compiled from readership statistics for 6 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 6 100%

Demographic breakdown

Readers by professional status Count As %
Professor > Associate Professor 2 33%
Student > Ph. D. Student 1 17%
Researcher 1 17%
Student > Doctoral Student 1 17%
Unknown 1 17%
Readers by discipline Count As %
Social Sciences 4 67%
Unknown 2 33%