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.

This book examines the current thinking on five critical social and political areas in mathematics education. It focuses on material conditions in teaching and learning, and details features of social life and their influence on mathematics teaching, learning and achievement. Following an introduction, the first section addresses equitable access and participation in quality mathematics education. It explores this issue in different contexts and from different ideological perspectives. The second section traces the emergence and development of the notion of activism in mathematics education in theory, in the literature, in research and in practice. The third section then moves on to explore current research on the political forces at work in identity, subjectivity and (dis)ability within mathematics education, showing how emphasis on language and discourse provides information for this research, and how new directions are being pursued to address the diverse material conditions that shape learning experiences in mathematics education. Economic factors behind mathematics achievement form the topic of section four, which examines the political dimensions of mathematics education through the influence of national and global economic structures. The final section addresses distribution of power and cultural regimes of truth, based on the premise that although often deemed apolitical, mathematics and mathematics education are highly political institutions in our society. The book concludes with a summary and recommendations for the future.

David Kollosche geht der Frage nach, worin der gesellschaftliche Beitrag von gegenwartigem Mathematikunterricht an deutschen Sekundarschulen besteht. Den normativen Vorgaben der mathematikdidaktischen Bildungstheorie begegnet er skeptisch, schlagt stattdessen ein kritisch-soziologisches Vorgehen auf der Grundlage der Theorien von Michel Foucault vor und prasentiert auf diese Weise neue Perspektiven und Antworten. Im Hauptteil widmet er sich gesellschaftlichen Dimensionen der Mathematik und nimmt Logik und Zeichenrechnung naher in den Blick. Der Autor legt dar, wie Mathematikunterricht als gesellschaftliches Phanomen mit unserer Kultur verbunden ist, hinterfragt auch die ihm zugrunde liegenden Theorien und Werte und zeigt, wie Heranwachsende zum Funktionieren in einer mathematisch gesteuerten Gesellschaft erzogen werden.