Reaching and Teaching Students in Poverty: Strategies for Erasing the Opportunity Gap by Paul C. Gorski; James A. Banks (Series edited by)

S. T. E. M. Education: Strategies for Teaching Learners with Special Needs by Satasha L. Green "Individuals with disabilities have been underrepresented in STEM fields for many years. . . .[The] need to provide general and special education teachers practices and strategies to improve outcomes for students with disabilities in STEM areas is imperative."

African Mathematics: From Bones to Computers by Mamokgethi Setati; Abdul Karim Bangura This is the first comprehensive text on standardized and other tests, performance factors, student characteristics, cross-cultural differences and studies, literacy, native speakers, social class and differences, equal education, teaching methods, knowledge level, educational guidelines and policies, transitional schools, comparative education, other subjects such as physics and social studies, surveys, talent, educational research, teacher education and qualifications, academic standards, teacher effectiveness, lesson plans and modules, teacher characteristics, instructional materials, program effectiveness, program evaluation, African culture, African history, Black studies, class activities, educational games, number systems, cognitive ability, foreign influence, and fundamental concepts. What unifies the chapters in this book can appear rather banal, but many mathematical insights are so obvious and so fundamental that they are difficult to absorb, appreciate, and express with fresh clarity. Some of the more basic insights are isolated by accounts of investigators who have earned their contemporaries' respect. Winner of the 2012 Cecil B. Currey Book Award.

Rethinking Mathematics: Teaching Social Justice by the Numbers by Eric (Rico) Gutstein (Editor); Bob Peterson (Editor) Over 50 articles "show how to weave social justice issues throughout the mathematics curriculum, as well as how to integrate mathematics into other curricular areas. Rethinking Mathematics offers teaching ideas, lesson plans, and reflections by practitioners and mathematics educators."

High School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice by Robert Q. Berry III; Robert Q. et al. In main collection. "The "lessons in this book explain how to teach mathematics for self- and community-empowerment. It walks teachers step-by-step through the process of using mathematics--across all high school content domains--as a tool to explore, understand, and respond to issues of social injustice including: environmental injustice; wealth inequality; food insecurity; and gender, LGBTQ, and racial discrimination. This book features: Content cross-referenced by mathematical concept and social issues Downloadable instructional materials for student use User-friendly and logical interior design for daily use Guidance for designing and implementing social justice lessons driven by your own students' unique passions and challenges."

How Chinese Learn Mathematics: Perspectives from Insiders by Gerald Edward Brown; Chang-Hwan Lee; Lianghuo Fan (Editor); Ngai-Ying Wong (Editor); Jinfaand Cai (Editor); Shiqi Li (Editor) The book has been written by an international group of very active researchers and scholars who have a passion for the study of Chinese mathematics education. It aims to provide readers with a comprehensive and updated picture of the teaching and learning of mathematics involving Chinese students from various perspectives, including the ways in which Chinese students learn mathematics in classrooms, schools and homes, the influence of the cultural and social environment on Chinese students' mathematics learning, and the strengths and weaknesses of the ways in which Chinese learn mathematics. Furthermore, based on the relevant research findings, the book explores the implications for mathematics education and offers sound suggestions for reform and improvement. This book is a must for anyone who is interested in the teaching and learning of mathematics concerning Chinese learners. Contents: "Overview and International Perspectives: "How Have Chinese Students Performed in Mathematics? A Perspective from Large-Scale International Comparisons "(L-H Fan & Y Zhu)"The Mathematics Curriculum: Toward Globalization or Westernization? "(N-Y Wong et al.)"Thinking Mathematically by Chinese Learners: A Cross-National Comparative Perspective "(J-F Cai & V Cifarelli)"An Examination of Coherence in a Chinese Mathematics Classroom "(T Wang & J Murphy)"A Chinese Cultural Model of Learning "(J Li)"Official Curriculum in Mathematics in Ancient China: How Did Candidates Study for the Examination? "(M K Siu)""Context and Teaching Materials: "The “Two Basics” Mathematics Teaching and Learning in Mainland China "(D-Z Zhang et al.)"A Comparative Study on Composite Difficulty between New and Old Chinese Mathematics Textbooks "(J-S Bao)"Textbook Use Within and Beyond Chinese Mathematics Classrooms: A Study of 12 Secondary Schools in Kunming and Fuzhou of China "(L-H Fan et al.)"Thorough Understanding of the Textbook: A Significant Feature of Chinese Teacher Manuals "(J-H Li)"Effects of Cram Schools on Children's Mathematics Learning "(H M Huang)""Pedagogy and Learning Processes: "Teaching with Variation: A Chinese Way of Promoting Effective Mathematics Learning "(L-Y Gu et al.)"Cracking the Paradox of Chinese Learners: Looking into the Mathematics Classrooms in Hong Kong and Shanghai "(R-J Huang & K S Leung)"Identifying a Pattern of Teaching: An Analysis of a Shanghai Teacher's Lessons "(F Lopez-Real et al.)"Differences Within Communalities: How Is Mathematics Taught in Rural and Urban Regions in Mainland China? "(Y-P Ma et al.)"Teaching Approach: Theoretical or Experimental? "(J Li)"Capturing the Chinese Way of Teaching: The Learning-Questioning and Learning-Reviewing Instructional Model "(S-H An)"The Effects of Different Representations on Mathematics Learning of Chinese Children "(B-Y Xu)""Inspiration and Future Directions: "The CHC Learner's Phenomenon: Its Implications on Mathematics Education "(N-Y Wong)"How Do Chinese Learn Mathematics? Some Evidence-Based Insights and Needed Directions "(J-F Cai et al.)" Readership: Researchers, educators, lecturers, and graduate students in mathematics and education.

Culturally Responsive Strategies for Reforming STEM Higher Education: Turning the TIDES on Inequity by Kelly M. Mack (Editor); Kate Winter (Editor); Melissa Soto (Editor) In Main collection. "This practical guide provides a durable platform for building capacity in understanding of the cultural complexities and institutional realities of recruiting and retaining diverse students in STEM, particularly the computer sciences."