New Directions for Equity in Mathematics Education

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Walter G. Secada, Elizabeth Fennema, Lisa Byrd Adajian, Lisa Byrd
Cambridge University Press, Apr 28, 1995 - Education - 364 pages
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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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Contents

Can equity thrive in a culture of mathematical excellence?
57
Lisa Byrd Adajian School of Mathematics
58
Equity and mathematics education
93
Making mathematics meaningful in multicultural contexts
126
Social and critical dimensions for equity in mathematics
146
National Center for Research in Mathe University of Minnesota
161
Class in the world outside
165
Fact or artifact?
209
Redefining the girl problem in mathematics
225
Suzanne K Damarin Newton Massachusetts
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
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