New Directions for Equity in Mathematics Education

Εξώφυλλο
Walter G. Secada, Elizabeth Fennema, Lisa Byrd Adajian, Lisa Byrd
Cambridge University Press, 28 Απρ 1995 - 364 σελίδες
The issue of how to provide equitable schooling for ethnic and linguistic minorities has come to the forefront of education. This volume brings together top researchers to examine equity from the standpoint of mathematics education--an excellent forum for the topic, since the results are quantifiable. The first essays address broad cultural issues, such as how social class and our notion of merit enter into education. The second section of the book analyzes gender issues in math learning, and the final section examines language and mathematics. A number of themes cut across these three groupings. For example, a critique of the reform movement surfaces in several chapters; many of the chapters look closely at teachers and the dynamics of the classroom, and chapters in different sections address issues of teacher empowerment and skill upgrading. Researchers, students, and policy makers in education, psychology, and cognitive science will want to read these provocative contributions.
 

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Περιεχόμενα

Equity concerns meet mathematics
9
Can equity thrive in a culture of mathematical excellence?
57
University of Wisconsin Madison
69
Equity and mathematics education
93
Making mathematics meaningful in multicultural contexts 126 4 Making mathematics meaningful in multicultural contexts
126
Social and critical dimensions for equity in mathematics
146
Lisa Byrd Adajian School of Mathematics
161
Class in the world outside
165
Redefining the girl problem in mathematics
225
University of Wisconsin Madison Barbara Scott Nelson
236
Gender and mathematics from a feminist standpoint
242
Issues of language and meanings in mathe
279
Redefining relationships among
298
New directions in equity in mathemat
329
Index
349
University of Massachusetts Boston University of Pittsburgh
363

Fact or artifact?
209

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