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2011, ISBN: 9789048198023

Springer, Gebundene Ausgabe, Auflage: 2011, 659 Seiten, Publiziert: 2011-01-11T00:00:01Z, Produktgruppe: Buch, Hersteller-Nr.: biography, 2.79 kg, Soziologie, Sozialwissenschaft, Kategori… Meer...

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Atweh, Bill Graven, Mellony Secada, Walter:

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2011, ISBN: 9789048198023

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Mapping Equity and Quality in Mathematics Education - gebonden uitgave, pocketboek

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Bill Atweh; Mellony Graven; Walter Secada; Paola Valero:
Mapping Equity and Quality in Mathematics Education - gebonden uitgave, pocketboek

2011, ISBN: 9789048198023

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Bill Atweh (editor), Mellony Graven (editor), Walter Secada (editor), Paola Valero (editor):
Mapping Equity and Quality in Mathematics Education - gebonden uitgave, pocketboek

ISBN: 9789048198023

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Mapping Equity and Quality in Mathematics Education

Concerns about quality mathematics education are often posed in terms of the types of mathematics that are worthwhile and valuable for both the student and society in general, and about how to best support students so that they can develop this mathematics. Concerns about equity are about who is excluded from the opportunity to develop quality mathematics within our current practices and systems, and about how to remove social barriers that systematically disadvantage those students. This collection of chapters summarises our learning about the achievement of both equity and quality agendas in mathematics education and to move forward the debate on their importance for the field.

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EAN (ISBN-13): 9789048198023
ISBN (ISBN-10): 904819802X
Gebonden uitgave
Verschijningsjaar: 2011
Uitgever: Springer
624 Bladzijden
Gewicht: 1,265 kg
Taal: eng/Englisch

Boek bevindt zich in het datenbestand sinds 2007-03-17T09:06:32+01:00 (Amsterdam)
Detailpagina laatst gewijzigd op 2022-08-30T21:30:57+02:00 (Amsterdam)
ISBN/EAN: 9789048198023

ISBN - alternatieve schrijfwijzen:
90-481-9802-X, 978-90-481-9802-3


Gegevens van de uitgever

Auteur: Bill Atweh; Mellony Graven; Walter Secada; Paola Valero
Titel: Mapping Equity and Quality in Mathematics Education
Uitgeverij: Springer; Springer Netherland
624 Bladzijden
Verschijningsjaar: 2011-01-11
Dordrecht; NL
Gedrukt / Gemaakt in
Gewicht: 1,265 kg
Taal: Engels
192,59 € (DE)
197,99 € (AT)
212,50 CHF (CH)
POD
XXXV, 624 p.

BB; Book; Hardcover, Softcover / Pädagogik/Schulpädagogik, Didaktik, Methodik; Fachspezifischer Unterricht; Verstehen; Equity; Equity Pedagogy; Ethics Education; Quality Mathematics Education; B; Mathematics Education; Educational Policy and Politics; Sociology of Education; Mathematics Education; Educational Policy and Politics; Sociology of Education; Education; Mathematik; Bildungsstrategien und -politik; Pädagogik; Soziologie; BC; EA

Contributors Dedication Preface Part 1 The Theoretical Landscape Chapter 1.1 Disrupting Development as the Quality / Equity Discourse: Cyborgs and Subalterns in School Technoscience Anna Chronaki Chapter 1.2 Beyond Gap Gazing: How can Thinking about Education Comprehensively Help Us Re(envision) Mathematics Education? Rochelle Gutierrez and Ezekiel Dixon –Roman Chapter 1.3. Beyond Disavowing the Politics of Equity and Quality in Mathematics Education Alexandre Pais and Paola Valero Chapter 1.4. Does Every Child Count? Quality, Equity and Mathematics within Neoliberalism Anna Llewellyn and Heather Mendick Chapter 1.5 Quality and Equity in Mathematics Education as Ethical Issues Bill Atweh Chapter 1.6 Ghettoes in the Classroom and the Construction of Possibilities Ole Skovsmose and Miriam Godoy Penteado Chapter 1.7 Identity as the Cornerstone of Quality and Equitable Mathematical Experiences Margaret Walshaw Chapter 1.8 A Framework for Evaluating Quality and Equity in Post-Compulsory Mathematics Education Gail E. FitzSimons Chapter 1.9 Editor’s Reaction The Theoretical Landscape Walter G. Secada, University of Miami (editors reaction) Part 2 Mapping Social Construction and Complexities Chapter 2.1 Equity in Quality Mathematics Education: A Global Perspective Murad Jurdak Chapter 2.10 How Many Sides Does a Box Have? The Struggle to Respect Young People’s Thinking Julian Weisglass Chapter 2.11 ‘Sometimes I think Wow I’m doing Further Mathematics…’: Balancing Tensions Between Aspiring and Belonging Cathy Smith Chapter 2.12 Editor’s Reaction Mapping Social Constructions and Complexities Paola Valero Chapter 2.2 Effects of Student-Level and School-Level Characteristics on the Quality and Equity of Mathematics Achievement in the United States: Using Factor Analysis and Hierarchical Linear Models to Inform Education Policy Mack C. Shelley and Wenyu Su Chapter 2.3. Equity and Quality Issues in Mathematics Education in Malawi schools Mercy Kazima and Ch. Mussa Chapter 2.4 Looking for Equity in Policy Recommendations for Instructional Quality Enakshi Bose and J. Remillard Chapter 2.5 Whose ‘Quality’ and ‘Equity’? The Case of Reforming 14-16 Mathematics Education in England Andy Noyes Chapter 2.6 Equity and Quality of Mathematics Education: Research and Media Portrayals Helen J. Forgasz and Gilah C. Leder Chapter 2.7 Equity Concerns About Mathematical Modelling Eva Jablonka and Uwe Gellert Chapter 2.8 Equity and the Quality of the Language used in Mathematics Education Marcus Schütte, Gabriele Kaiser Chapter 2.9 Foundational Mathematics: A Neglected Opportunity Jennifer S. McCray and Jie-Qi Chen Part 3 Landmarks of Concern Chapter 3.1 Students with ‘Special Rights’ for Mathematics Education Ann Gervasoni and Lena Lindenskov Chapter 3.10. What Does Quality Mean in the Context of White Institutional Space? Danny Bernard Martin Chapter 3.11 Part III Editor’s Reaction Landmarks of Concern Mellony Graven Chapter 3.2. Females in Mathematics: Still on the Road to Parity Lynda R. Wiest Chapter 3.3. Quality and Equity in Mathematics Education: A Swedish Perspective Inger Wistedt & Manya Raman Sundström Chapter 3.4. Equity Issues Concerning Gifted Children in Mathematics: A Perspective From Mexico Asuman Oktaç and Solange Roa Fuentes and Marco Antonio Rodríguez Andrade Chapter 3.5. Enhancing Quality and Equity in Mathematics Education for Australian Indigenous Students Sharon Cooke, Peter Howard, Kevin Lowe and Bob Perry Chapter 3.6. Qualities of Respectful Positioning and their Connections to Quality Mathematics Lisa Lunney Borden and David Chapter 3.7 The Effects of Poverty and Language on Mathematics Achievement for English Language Learners Clara Lee Brown and Jo Ann Cady and Cheryl A. Lubinski Chapter 3.8. Toward a Framework of Principles for Ensuring Effective Mathematics Instruction for Bilingual Learners through Curricula Kathleen Pitvorec, Craig Willey and Lena Khisty Chapter 3.9 Reconceptualizing Quality and Equity Roni Ellington and Glenda Prime Part 4 No Highway and No Destination? Chapter 4.1 The CERME Spirit: Issues of Quality and Inclusion in an Innovative Conference Style Barbara Jaworski and Joao Pedro da Ponte Chapter 4.10 Children’s Numerical Thinking in the Early School Grades and How to Foster and Understand its Development Álvaro Buenrostro and Olimpia Figueras Chapter 4.11 Part IV Editor’s Reaction No Highway and No Destination? Bill Atweh Chapter 4.2 Productive Pedagogies in the Mathematics Classroom: Case Studies of Quality and Equity Martin Mills and Merrilyn Goos Chapter 4.3. Mathematical Literacy in South Africa: Increasing Access and Quality in Learners’ Mathematical Participation Both in and Beyond the Classroom Mellony Graven and Esme Buytenhuys Chapter 4.4. Together-and-APart for Quality and Equity In Mathematics Education Liora Linchevski, Bilha Kutscher and Alwyn Olivier Chapter 4.5. Research from Practice: Using Technology to Provide Advanced Mathematics and Equity to High School Students in the United States Benjamin Hedrick and Douglas Edwards Chapter 4.6. Parents And Teachers Collaborate To Achieve Equity And Quality In Mathematics: A Case Study Virginia R. Nelson Chapter 4.7. Critical Mathematics in a Secondary Setting: Promise and Problems Andrew Brantlinger Chapter 4.8. Mathematics Education: What is the Point? Laura J. Jacobsen and Jean Mistele Chapter 4.9. Equity and Quality in a Mathematics Program for Under-Represented Students at an Elite Public University Vilma Mesa and Robert Megginson

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