Equity in Discourse for Mathematics Education: Theories, Practices, and Policies

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Beth Herbel-Eisenmann, Jeffrey Choppin, David Wagner, David Pimm
Springer Science & Business Media, Dec 9, 2011 - Education - 270 pages
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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.

 

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Contents

Chapter 1 Inherent Connections Between Discourse and Equity in Mathematics Classrooms
1
Part I Equity Concerns Draw Attention to Discourse
14
Part II Attention to Discourse Highlights Equity Concerns
106
Part III Implications and Policy
193
Afterword Six PostIts in Search of an Author
223
Contributing Authors
229
References
234
Author Index
257
Subject Index
263
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About the author (2011)

Beth Herbel-Eisenmann serves on the Editorial Board of the Journal for Research in Mathematics Education, the Board of Directors for the Association of Mathematics Teacher Educators (AMTE), and the International Advisory Board of Mathematics Education and Society conference. In 2010, she was selected for the Early Career Award for the AMTE.


Jeffrey Choppin won the Presidential Award for Excellence in Mathematics and Science Teaching in 1995 and has served as Chair of the editorial panel for the Mathematics Teacher journal.


David Wagner currently serves on the board of directors of For the Learning of Mathematics and as a member of the Nonkilling Science and Technology Research Committee. He has served on the steering committee for the Psychology of Mathematics Education, North American Chapter.


In June 2010, when he retired, David Pimm was made professor emeritus at the University of Alberta, Canada and was editor of For the Learning of Mathematics for six years.

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