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Inclusive Mathematics Education

State-of-the-Art Research from Brazil and Germany

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  • © 2019


  • Contributes to the hot topic of inclusion in mathematics education
  • Offers a timely resource of research-based information in the fields of educational research, policy and practice
  • Uniquely provides a broad overview of learning mathematics with specific special needs.
  • Includes high diversity of researchers from both Germany and Brazil
  • Attracts readers from three different linguistic spheres, resulting from content and accessible English language publication

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Table of contents (35 chapters)

  1. Introduction

  2. Problematising Inclusive Mathematics Education

  3. Arranging Inclusive Mathematics Education

  4. Mathematics Education and Hearing Impairment


About this book

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 volume is an extremely valuable contribution to the emergent field of inclusive mathematics education. … this volume creates both a vision for inclusive mathematics and concrete descriptions of classroom practice that make this vision tangible.” (Rachel Lambert and Paulo Tan, Educational Studies in Mathematics, Vol. 103, 2020)

Editors and Affiliations

  • Pädagogische Hochschule Vorarlberg, Feldkirch, Austria

    David Kollosche

  • Universidade Federal de São Paulo, Diadema, Brazil

    Renato Marcone

  • Universität Potsdam, Potsdam, Germany

    Michel Knigge

  • Universidade Estadual Paulista, Rio Claro, Brazil

    Miriam Godoy Penteado, Ole Skovsmose

  • Aalborg Universitet, Aalborg, Denmark

    Ole Skovsmose

About the editors

Michel Knigge is a full professor for inclusion and organizational development at the Universität Potsdam, Germany. Before that, he was a professor for educational psychology at the Universität Hamburg and at the Martin-Luther-Universität Halle-Wittenberg, Germany. His research focus lies on inclusive education in schools with a special focus on structures and related psychological processes of all stakeholders involved that hinder or enhance participation and discrimination. During the editorship for this book he developed a strong interest in inclusive and critical mathematics education.

David Kollosche has been a professor for mathematics education at the Pädagogische Hochschule Vorarlberg, a teacher training university in Feldkirch, Austria, since 2017. After completing his studies of mathematics, English and education at the Universität Potsdam, Germany, he worked as a high school teacher for mathematics for two years and obtained a doctorate from theUniversität Potsdam for his socio-critical dissertation on “Society, mathematics and education”. Apart from socio-critical perspectives on mathematics education, his research interests include students’ relations to mathematics and mathematics education, processes of self-exclusion from mathematics, educational goals of mathematics education and the potential and limitations of inquiry-based learning.

Renato Marcone has been an associated professor for mathematics and mathematics education at the Diadema campus of the Universidade Federal de São Paulo, Brazil, since 2015. His research interest is related to inclusion, difference and mathematics education. He was active as a co-founder of the central Accessibility and Inclusion Centre of the Universidade Federal de São Paulo in 2017 and as the coordinator of the local Accessibility and Inclusion Centre of the Diadema campus, being responsible for the organization of inclusive action on the campus. Before that, he finished his 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.

Bibliographic Information

  • Book Title: Inclusive Mathematics Education

  • Book Subtitle: State-of-the-Art Research from Brazil and Germany

  • Editors: David Kollosche, Renato Marcone, Michel Knigge, Miriam Godoy Penteado, Ole Skovsmose

  • DOI:

  • Publisher: Springer Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: Springer Nature Switzerland AG 2019

  • Hardcover ISBN: 978-3-030-11517-3Published: 02 April 2019

  • eBook ISBN: 978-3-030-11518-0Published: 25 March 2019

  • Edition Number: 1

  • Number of Pages: XXIX, 652

  • Number of Illustrations: 50 b/w illustrations, 41 illustrations in colour

  • Topics: Mathematics Education, Learning & Instruction, Child and School Psychology, Sociology of Education

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