Socio-Cultural Perspectives of Mathematics Teaching and Learning

Mathematics teaching and learning influence the social and cultural experiences of learners and educators. Socio-cultural perspectives of mathematics education emphasize that mathematical understanding is shaped through language, interaction, cultural practices, beliefs, and participation in communities. This approach examines how factors like culture, identity, communication, social norms, and classroom environments affect students' engagement with mathematical concepts. By recognizing the diverse backgrounds and lived experiences of learners, socio-cultural perspectives promote more inclusive, meaningful, and equitable approaches to mathematics instruction that support active participation and conceptual understanding. Socio-Cultural Perspectives of Mathematics Teaching and Learning examines how culture, language, identity, and power shape mathematics teaching and learning in different contexts. It examines equity, belonging, and justice in classroom practices, highlighting teacher training, curriculum design, and assessment, with a particular emphasis on culturally responsive mathematics education and ethnomathematics as levers for inclusive participation. This book covers topics such as cultural pedagogies, instructional design, and teacher education, and is a useful resource for educators, sociologists, mathematicians, academicians, researchers, and scientists.