دانلود کتاب Towards Equity in Mathematics Education: Gender, Culture, and Diversity

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Front Matter....Pages I-XVIII
Front Matter....Pages 5-7
Introduction....Pages 1-3
Preface to “Moving Towards a Feminist Epistemology of Mathematics”....Pages 9-14
Moving Towards a Feminist Epistemology of Mathematics....Pages 15-29
Preface to “Equity in Mathematics Education: Unions and Intersections of Feminist and Social Justice Literature”....Pages 31-37
Equity in Mathematics Education: Unions and Intersections of Feminist and Social Justice Literature....Pages 39-56
Preface to “Adolescent Girls’ Construction of Moral Discourses and Appropriation of Primary Identity in a Mathematics Classroom”....Pages 57-62
Adolescent Girls’ Construction of Moral Discourses and Appropriation of Primary Identity in a Mathematics Classroom....Pages 63-86
Shall We Do Politics or Learn Some Maths Today? Representing and Interrogating Social Inequality....Pages 87-103
Commentary on the Chapter by Paul Dowling and Jeremy Burke, “Shall We Do Politics or Learn Some Maths Today? Representing and Interrogating Social Inequality”....Pages 105-109
Commentary on the Chapter by Dowling and Burke, “Shall We Do Politics or Learn Some Maths Today? Representing and Interrogating Social Inequality”....Pages 111-114
Gender Role Stereotypes in the Perception of Mathematics: An Empirical Study with Secondary Students in Germany....Pages 115-140
Commentary on the Chapter by Gabriele Kaiser, Maren Hoffstall and Anna B. Orschulik, “Gender Role Stereotypes in the Perception of Mathematics—Results of an Empirical Study with Secondary Students in Germany”....Pages 141-144
Commentary on the Chapter by Gabriele Kaiser, Maren Hoffstall, and Anna B. Orschulik, “Gender Role Stereotypes in the Perception of Mathematics: Results of an Empirical Study with Secondary Students in Germany”....Pages 145-149
Students’ Attitudes, Engagement and Confidence in Mathematics and Statistics Learning: ICT, Gender, and Equity Dimensions....Pages 151-179
Commentary on the Chapter by Anastasios Barkatsas, “Students’ Attitudes, Engagement and Confidence in Mathematics and Statistics Learning: ICT, Gender, and Equity Dimensions”....Pages 181-185
Commentary on the Chapter by Anastasios Barkatsas, “Students’ Attitudes, Engagement and Confidence in Mathematics and Statistics Learning: ICT, Gender, and Equity Dimensions”....Pages 187-191
Front Matter....Pages 193-197
Preface to “Israeli Jewish and Arab Students’ Gendering of Mathematics”....Pages 199-201
Israeli Jewish and Arab Students’ Gendering of Mathematics....Pages 203-225
Preface to “Ethnomathematics and Philosophy”....Pages 227-229
Ethnomathematics and Philosophy....Pages 231-240
Front Matter....Pages 193-197
Preface to “Cultural Differences, Oral Mathematics and Calculators in a Teacher Training Course of the Brazilian Landless Movement”....Pages 241-244
Cultural Differences, Oral Mathematics, and Calculators in a Teacher Training Course of the Brazilian Landless Movement....Pages 245-259
Preface to “Immigrant Parents’ Perspectives on Their Children’s Mathematics Education”....Pages 261-266
Immigrant Parents’ Perspectives on Their Children’s Mathematics Education....Pages 267-282
Mathematics Education for Adults: Can It Reduce Inequality in Society?....Pages 283-301
Commentary on the Chapter by Wolfgang Schlöglmann, “Mathematics Education for Adults: Can It Reduce Inequality in Society?”....Pages 303-307
Commentary on the Chapter by Wolfgang Schlöglmann, “Mathematics Education for Adults: Can It Reduce Inequality in Society?”....Pages 309-313
Heteroglossia in Multilingual Mathematics Classrooms....Pages 315-332
Commentary on the Chapter by Richard Barwell, “Heteroglossia in Multilingual Mathematics Classrooms”....Pages 333-338
Commentary on the Chapter by Richard Barwell, “Heteroglossia in Multilingual Mathematics Classrooms”....Pages 339-342
Front Matter....Pages 343-346
Preface to “Doubtful Rationality”....Pages 347-350
Doubtful Rationality....Pages 351-367
Preface to “A Socio-Political Look at Equity in the School Organization of Mathematics Education”....Pages 369-371
A Socio-Political Look at Equity in the School Organization of Mathematics Education....Pages 373-387
Looking for Gold: Catering for Mathematically Gifted Students Within and Beyond ZDM....Pages 389-406
Commentary on the Chapter by Gilah Leder, “Looking for Gold: Catering for Mathematically Gifted Students Within and Beyond ZDM”....Pages 407-410
Commentary on the Chapter by Gilah Leder, “Looking for Gold: Catering for Mathematically Gifted Students Within and Beyond ZDM”....Pages 411-413
From the Known to the Unknown: Pattern, Mathematics and Learning in Papua New Guinea....Pages 415-428
Commentary on the Chapter by Graeme Were, “From the Known to the Unknown: Pattern, Mathematics and Learning in Papua New Guinea”....Pages 429-432
Commentary on the Chapter by Graeme Were, “From the Known to the Unknown: Pattern, Mathematics and Learning in Papua New Guinea”....Pages 433-438
Front Matter....Pages 439-440
Gender Differences in Mathematics and Science Achievement Across the Distribution: What International Variation Can Tell Us About the Role of Biology and Society....Pages 441-468
Commentary on the Chapter by Penner and CadwalladerOlsker, “Gender Differences in Mathematics and Science Achievement Across the Distribution: What International Variation Can Tell Us About the Role of Biology and Society”....Pages 469-474
Commentary on the Chapter by Penner and CadwalladerOlsker, “Gender Differences in Mathematics and Science Achievement Across the Distribution: What International Variation Can Tell Us About the Role of Biology and Society”....Pages 475-480
Research-Based Mathematics Instruction for Students with Learning Disabilities....Pages 481-502
Commentary on the Chapter by Marjorie Montague and Asha Jitendra, “Research-Based Mathematics Instruction for Students with Learning Disabilities”....Pages 503-506
Commentary on the Chapter by Marjorie Montague and Asha Jitendra, “Research-Based Mathematics Instruction for Students with Learning Disabilities”....Pages 507-513
Neural Correlates of Gender, Culture, and Race and Implications to Embodied Thinking in Mathematics....Pages 515-543
Commentary on the Chapter by Ferdinand Rivera, “Neural Correlates of Gender, Culture, and Race and Implications to Embodied Thinking in Mathematics”....Pages 545-550
Commentary on the Chapter by Ferdinand Rivera, “Neural Correlates of Gender, Culture, and Race and Implications to Embodied Thinking in Mathematics”....Pages 551-555
Back Matter....Pages 557-597