000 03487nam a22004935i 4500
001 978-3-642-27702-3
003 DE-He213
005 20140220083309.0
007 cr nn 008mamaa
008 130531s2012 gw | s |||| 0|eng d
020 _a9783642277023
_9978-3-642-27702-3
024 7 _a10.1007/978-3-642-27702-3
_2doi
050 4 _aL1-991
072 7 _aJN
_2bicssc
072 7 _aEDU000000
_2bisacsh
082 0 4 _a370
_223
100 1 _aForgasz, Helen.
_eeditor.
245 1 0 _aTowards Equity in Mathematics Education
_h[electronic resource] :
_bGender, Culture, and Diversity /
_cedited by Helen Forgasz, Ferdinand Rivera.
264 1 _aBerlin, Heidelberg :
_bSpringer Berlin Heidelberg :
_bImprint: Springer,
_c2012.
300 _aXVIII, 597p. 26 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aAdvances in Mathematics Education,
_x1869-4918
505 0 _aSeries Preface -- Section 1: Equity and gender -- Section 2: Equity and culture -- Section 3: Equity and curriculum diversity.
520 _aThe pursuit of equity in mathematics education is an important concern in the history of the present. Since there is no doubt about the significant role of mathematics in almost every aspect of life, it means that all individuals regardless of sex, in any age range, and in whatever context need to be provided with an opportunity to become mathematically able. The publication of his Springer volume on equity in mathematics education is situated at a time when there is strong and sustained research evidence indicating the persistence of an equity gap in mathematics, which has now enabled the mathematics education community to engage in a discourse of access for all. The volume gathers together twenty major chapters that tackle a variety of issues associated with equity in mathematics education along the dimensions of gender, culture, curriculum diversity, and matters of a biological nature. The research studies that are reported and discussed in the volume have been drawn from an international group of distinguished scholars whose impressive, forward-looking, and thought- provoking perspectives on relevant issues incite, broaden, and expand complicated conversations on how we might effectively achieve equity in mathematics education at the local, institutional, and systemic levels. Further, the up-to-date research knowledge in the field that is reflected in this volume provides conceptual and practical outlines for mechanisms of change, including models, examples, and usable theories that can inform the development of powerful equitable practices and the mobilization of meaningful equity interventions in different contexts of mathematics education.  
650 0 _aEducation.
650 0 _aMathematics.
650 0 _aDevelopmental psychology.
650 1 4 _aEducation.
650 2 4 _aEducation (general).
650 2 4 _aGender Studies.
650 2 4 _aMathematics Education.
650 2 4 _aCultural Studies.
700 1 _aRivera, Ferdinand.
_eeditor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9783642277016
830 0 _aAdvances in Mathematics Education,
_x1869-4918
856 4 0 _uhttp://dx.doi.org/10.1007/978-3-642-27702-3
912 _aZDB-2-SHU
999 _c102658
_d102658