Title:
Mapping equity and quality in mathematics education
Publication Information:
Dordrecht ; New York : Springer, c2011
Physical Description:
xxxv, 624 p. : ill. ; 24 cm.
ISBN:
9789048198023
Added Author:
Available:*
Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
---|---|---|---|---|---|
Searching... | 30000010264072 | QA11.2 M36 2011 | Open Access Book | Book | Searching... |
On Order
Summary
Summary
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.
Table of Contents
Part I The Theoretical Landscape | p. 1 |
1 Disrupting 'Development' as the Quality/Equity Discourse: Cyborgs and Subalterns in School Technoscience | p. 3 |
2 Beyond Gap Gazing: How Can Thinking About Education Comprehensively Help Us (Re)envision Mathematics Education? | p. 21 |
3 Beyond Disavowing the Politics of Equity and Quality in Mathematics Education | p. 35 |
4 Does Every Child Count? Quality, Equity and Mathematics with/in Neoliberalism | p. 49 |
5 Quality and Equity in Mathematics Education as Ethical Issues | p. 63 |
6 Ghettoes in the Classroom and the Construction of Possibilities | p. 77 |
7 Identity as the Cornerstone of Quality and Equitable Mathematical Experiences | p. 91 |
8 A Framework for Evaluating Quality and Equity in Post-Compulsory Mathematics Education | p. 105 |
9 The Theoretical Landscape: Editor's Reaction to Part I | p. 123 |
Part II Mapping Social Constructions and Complexities | p. 129 |
10 Equity in Quality Mathematics Education: A Global Perspective | p. 131 |
11 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 | p. 145 |
12 Equity and Quality Issues in Mathematics Education in Malawi Schools | p. 163 |
13 Looking for Equity in Policy Recommendations for Instructional Quality | p. 177 |
14 Whose 'Quality' and 'Equity'? The Case of Reforming 14-16 Mathematics Education in England | p. 191 |
15 Equity and Quality of Mathematics Education; Research and Media Portrayals | p. 205 |
16 Equity Concerns About Mathematical Modelling | p. 223 |
17 Equity and the Quality of the Language Used in Mathematics Education | p. 237 |
18 Foundational Mathematics: A Neglected Opportunity | p. 253 |
19 How Many Sides Does a Box Have? The Struggle to Respect Young People's Thinking | p. 269 |
20 'Sometimes I Think Wow I'm Doing Further Mathematics...': Balancing Tensions Between Aspiring and Belonging | p. 285 |
21 Mapping Social Constructions and Complexities: Editor's Reaction to Part II | p. 299 |
Part III Landmarks of Concern | p. 305 |
22 Students with 'Special Rights' for Mathematics Education | p. 307 |
23 Females in Mathematics: Still on the Road to Parity | p. 325 |
24 Quality and Equity in Mathematics Education: A Swedish Perspective | p. 341 |
25 Equity Issues Concerning Gifted Children in Mathematics: A perspective from Mexico | p. 351 |
26 Enhancing Quality and Equity in Mathematics Education for Australian Indigenous Students | p. 365 |
27 Qualities of Respectful Positioning and Their Connections to Quality Mathematics | p. 379 |
28 The Effects of Poverty and Language on Mathematics Achievement for English Language Learners | p. 393 |
29 Toward a Framework of Principles for Ensuring Effective Mathematics Instruction for Bilingual Learners Through Curricula | p. 407 |
30 Reconceptualizing Quality and Equity in the Cultivation of Minority Scholars in Mathematics Education | p. 423 |
31 What Does Quality Mean in the Context of White Institutional Space? | p. 437 |
32 Landmarks of Concern: Editor's Reaction to Part III | p. 451 |
Part IV No Highway and No Destination? | p. 455 |
33 The CERME Spirit: Issues of Quality and Inclusion in an Innovative Conference Style | p. 457 |
34 Productive Pedagogies in the Mathematics Classroom: Case Studies of Quality and Equity | p. 479 |
35 Mathematical Literacy in South Africa: Increasing Access and Quality in Learners' Mathematical Participation Both in and Beyond the Classroom | p. 493 |
36 Together-and-APart for Quality and Equity in Mathematics Education | p. 509 |
37 Research from Practice: Using Technology to Provide Advanced Mathematics and Equity to High School Students in the United States | p. 521 |
38 Parents and Teachers Collaborate to Achieve Equity and Quality in Mathematics: A Case Study | p. 533 |
39 Critical Mathematics in a Secondary Setting: Promise and Problems | p. 543 |
40 Mathematics Education: What is the Point? | p. 555 |
41 Equity and Quality in a Mathematics Program for Under-Represented Students at an Elite Public University | p. 569 |
42 Children's Numerical Thinking in the Early School Grades and How to Foster and Understand Its Development | p. 585 |
43 No Highway and No Destination?: Editor's Reaction to Part IV | p. 601 |
Author Index | p. 605 |
Subject Index | p. 613 |