ISBN:
9783642277023
Language:
English
Pages:
Online-Ressource (XVIII, 597p. 26 illus, digital)
Series Statement:
Advances in Mathematics Education
Series Statement:
SpringerLink
Series Statement:
Bücher
Parallel Title:
Buchausg. u.d.T. Towards equity in mathematics education
Keywords:
Mathematics
;
Developmental psychology
;
Education
;
Education
;
Mathematics
;
Developmental psychology
;
Aufsatzsammlung
;
Mathematikunterricht
;
Chancengleichheit
Abstract:
Ferdinand Rivera
Abstract:
This volume gathers together twenty major chapters that tackle a variety of issues associated with equity in mathematics education along the dimensions of gender, culture, curriculum diversity, and matters of a biological nature. The pursuit of equity in mathematics education is an important concern in the history of the present. Since there is no doubt about the significant role of mathematics in almost every aspect of life, it means that all individuals regardless of sex, in any age range, and in whatever context need to be provided with an opportunity to become mathematically able. The publication of this Springer volume on equity in mathematics education is situated at a time when there is strong and sustained research evidence indicating the persistence of an equity gap in mathematics, which has now enabled the mathematics education community to engage in a discourse of access for all. The research studies that are reported and discussed in the volume have been drawn from an international group of distinguished scholars whose impressive, forward-looking, and thought-provoking perspectives on relevant issues incite, broaden, and expand complicated conversations on how we might effectively achieve equity in mathematics education at the local, institutional, and systemic levels. Further, the up-to-date research knowledge in the field that is reflected in this volume provides conceptual and practical outlines for mechanisms of change, including models, examples, and usable theories that can inform the development of powerful equitable practices and the mobilization of meaningful equity interventions in different contexts of mathematics education. Prof. Dr. Helen Forgasz, Monash University, Faculty of Education, Clayton, Australia Assoc. Prof. Ferdinand Rivera, San Jose State University, Mathematics, San Jose, California, USA
Description / Table of Contents:
Towards Equity in Mathematics Education; Series Preface; Contents; Introduction; References; Part I: Equity and Gender; Preface to ""Moving Towards a Feminist Epistemology of Mathematics""; 1 Feminism/Gender/Connected Social Constructs; 2 Mathematics/Equity/Social Justice Pedagogies; 3 Instruction/Perspectives on Mathematics/Testing; References; Moving Towards a Feminist Epistemology of Mathematics; 1 Introduction; 2 Adopting a Cultural View of Mathematics; 3 Knowing Science and Mathematics; 4 Being a Mathematician; 5 The Epistemological Challenge; References
Description / Table of Contents:
Preface to ""Equity in Mathematics Education: Unions and Intersections of Feminist and Social Justice Literature""1 Introduction to Math for Social Analysis; 2 Introduction to MEPI Research; 3 Theoretical and Practical Challenges; Balancing Mathematics Content and Social Critique; Balancing Mathematics Content and Pedagogy; Balancing In-Class and Out-of-Class Experiences and Learning; 4 Final Thoughts; References; Equity in Mathematics Education: Unions and Intersections of Feminist and Social Justice Literature; 1 Introduction; 2 Gender Differences in Mathematics
Description / Table of Contents:
3 Situating Gender Equity Within Broader Equity Concerns4 Global Picture of Gender Equity; 5 Reconstructing Mathematics: Mathematics Education in the Public Interest; 5.1 Setting New Goals in Mathematics Education; 5.2 Why Mathematical Literacy?; 5.3 Why Critical Literacy?; 5.4 Why Community Literacy?; 5.5 Unions and Intersections of Feminist and Social Justice Literature; 6 Summary; References; Preface to ""Adolescent Girls' Construction of Moral Discourses and Appropriation of Primary Identity in a Mathematics Classroom""; References
Description / Table of Contents:
Adolescent Girls' Construction of Moral Discourses and Appropriation of Primary Identity in a Mathematics Classroom1 Introduction; 1.1 Theoretical Framework: Bakhtin's Theory of Language and Identity; 2 Methodology; 3 The Teacher and Classroom Contexts; 4 Three Students; 4.1 Jessica: They Call Us ""Smarties""; 4.2 Stella: Between Two Worlds; 4.3 Amanda: Political Dissent; 5 Discussion; References; Shall We Do Politics or Learn Some Maths Today? Representing and Interrogating Social Inequality; 1 Strategies of Representation; 2 Texts, Contexts and Patriarchy; 3 Putting the Class into Texts
Description / Table of Contents:
4 Critical Mathematics Education?References; Commentary on the Chapter by Paul Dowling and Jeremy Burke, ""Shall We Do Politics or Learn Some Maths Today? Representing and Interrogating Social Inequality""; 1 Mathematics and the World; 2 Mathematics Education and Social Justice; References; Commentary on the Chapter by Dowling and Burke, ""Shall We Do Politics or Learn Some Maths Today? Representing and Interrogating Social Inequality""; References; Gender Role Stereotypes in the Perception of Mathematics: An Empirical Study with Secondary Students in Germany; 1 State of the Art
Description / Table of Contents:
2 Design of the Study
Note:
Description based upon print version of record
DOI:
10.1007/978-3-642-27702-3
