Inclusive Mathematics Education: State-Of-The-Art Research from Brazil and Germany
暫譯: 包容性數學教育：來自巴西和德國的前沿研究

本書提供了巴西和德國在包容性數學教育領域的最新研究概述。這本書源於兩國之間的研究合作，包容性數學教育一直是一個主要挑戰，本卷旨在將近期的研究成果提供給國際數學教師和研究者社群。在書中，作者涵蓋了數學學習者在包容性環境中可能面臨的各種特殊需求。他們提出了研究和實踐的理論框架和方法論方法。

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 the Universität 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.

米歇爾·克尼格（Michel Knigge）是德國波茨坦大學（Universität Potsdam）包容性與組織發展的全職教授。在此之前，他曾擔任德國漢堡大學（Universität Hamburg）和馬丁路德大學哈雷-維滕堡（Martin-Luther-Universität Halle-Wittenberg）的教育心理學教授。他的研究重點在於包容性教育，特別關注所有相關利益相關者的結構及其心理過程，這些過程可能妨礙或促進參與和歧視。在編輯本書期間，他對包容性和批判性數學教育產生了濃厚的興趣。

大衛·科洛舍（David Kollosche）自2017年以來一直擔任奧地利費爾德基希的沃爾特州立大學（Pädagogische Hochschule Vorarlberg）數學教育教授。在德國波茨坦大學（Universität Potsdam）完成數學、英語和教育的學習後，他曾擔任數學高中教師兩年，並在波茨坦大學獲得社會批判性論文的博士學位，論文題目為「社會、數學與教育」。除了對數學教育的社會批判性視角外，他的研究興趣還包括學生與數學及數學教育的關係、自我排斥數學的過程、數學教育的教育目標以及探究式學習的潛力與限制。

雷納托·馬爾科內（Renato Marcone）自2015年以來一直擔任巴西聖保羅聯邦大學（Universidade Federal de São Paulo）迪亞德瑪校區的數學及數學教育副教授。他的研究興趣與包容性、差異及數學教育有關。他於2017年作為聖保羅聯邦大學中央無障礙與包容性中心的共同創始人之一，並擔任迪亞德瑪校區當地無障礙與包容性中心的協調員，負責校區內的包容性行動組織。在此之前，他完成了論文「缺陷主義：正常性所發明的缺陷」，在該論文中討論了殘疾的概念及其對數學教學和學習的影響。

米莉亞姆·戈多伊·彭特阿多（Miriam Godoy Penteado）是巴西里奧克拉羅的聖保羅州立大學（Universidade Estadual Paulista）的研究員和講師，教授數學教育研究生課程。她的研究涉及教師教育、大學與學校之間的合作，以及有特殊需求和權利的學生。她正在指導一個包括研究人員、博士生、碩士生和教師的團隊，調查與社會包容和排斥問題相關的一系列議題。

奧勒·斯科夫斯莫斯（Ole Skovsmose）對批判性數學教育特別感興趣。他研究了調查的景觀、行動中的數學以及學生的前景等概念。他曾是丹麥奧爾堡大學（Aalborg Universitet）學習與哲學系的全職教授，但現在已退休，並將大部分時間花在巴西。他出版了多本書籍，包括《走向批判性數學教育的哲學》（Towards a Philosophy of Critical Mathematics Education）、《數學教育中的對話與學習》（Dialogue and Learning in Mathematics Education，與海勒·阿爾羅（Helle Alrø）合著）、《教育之旅》（Travelling Through Education）、《懷疑》（In Doubt）、《批判性數學教育的邀請》（An Invitation to Critical Mathematics Education）、《前景》（Foregrounds）以及《不確定性的批判》（Critique as Uncertainty）。