Jeffrey Choppin – författare

This handbook presents the state-of-the art scholarship on theoretical frames, mathematical content, learning environments, pedagogic practices, teacher professional learning, and policy issues related to the development and use of digital resources in mathematics education.

This book explores the connection between the ways people speak in mathematics classrooms and their opportunities to learn mathematics. The words spoken, heard, written and read in mathematics classrooms shape students’ sense of what mathematics is and of what people can do with mathematics. The authors employ multiple perspectives to consider the means for transformative action with respect to increasing opportunities for traditionally marginalized students to form mathematical identities that resonate with their cultural, social, linguistic, and political beings.