New Directions for Equity in Mathematics Education
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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Equity concerns meet mathematics
Can equity thrive in a culture of mathematical excellence?
University of Wisconsin Madison
Equity and mathematics education
Making mathematics meaningful in multicultural contexts 126 4 Making mathematics meaningful in multicultural contexts
Social and critical dimensions for equity in mathematics
Lisa Byrd Adajian School of Mathematics
Class in the world outside
Redefining the girl problem in mathematics
University of Wisconsin Madison Barbara Scott Nelson
Gender and mathematics from a feminist standpoint
Issues of language and meanings in mathe
Redefining relationships among
New directions in equity in mathemat
Fact or artifact?
Άλλες εκδόσεις - Προβολή όλων
academic achievement activities addition African American answer approach appropriate asked assessment attention become beliefs challenges chapter classroom concepts concerns constructed context continue course create critical cultural curriculum described differences discussion diverse economic effective efforts equity example experience females feminist gender girls goals groups ideas important increase indicated individual instruction interactions interest involved issues knowledge language learning less lives look major males math mathematics education means measures minority nature noted observations opportunities participation performance perspective practice presented Press problem QUASAR questions reasoning reform responses scientific sense shared skills snails social society solution solving standards strategies structure success suggests teachers teaching thinking tion UMTYMP understand United University women York
In Search of a Pedagogy of Conflict and Dialogue for Mathematics Education
Περιορισμένη προεπισκόπηση - 2003
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Mathematicians as Enquirers: Learning about Learning Mathematics
Leone L. Burton
Δεν υπάρχει διαθέσιμη προεπισκόπηση - 2004