New Directions for Equity in Mathematics EducationWalter G. Secada, Elizabeth Fennema, Lisa Byrd Adajian Cambridge University Press, 28 avr. 1995 - 364 pages 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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Table des matières
Can equity thrive in a culture of mathematical excellence? | 57 |
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 |
Gender and mathematics from a feminist standpoint | 242 |
Issues of language and meanings in mathe | 279 |
297 | |
Redefining relationships among | 298 |
New directions in equity in mathemat | 329 |
349 | |
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New Directions for Equity in Mathematics Education Walter G. Secada,Elizabeth Fennema,Lisa Byrd Aucun aperçu disponible - 1995 |
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