Which way social justice in mathematics education?
著者
書誌事項
Which way social justice in mathematics education?
（International perspectives on mathematics education）
Praeger, 2003
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注記
Includes bibliographical references and index
内容説明・目次
内容説明
This contributed volume explores equity and social justice within the field of mathematics education. In part one, Helga Jungwirth's introductory chapter provides a strong theoretical overview that is based in actual classroom behaviors and a typology that classifies the various interpretations found within this volume. Also in part one, Laurie Hart discusses developments in equity research in the United States. Part two focuses on results of studies about social justice and their impact on learning in mathematics classrooms in various parts of the world. For example, in a chapter on Peru, social justice does not just encompass gender, but also inequalities in opportunities to learn, such as problems of resources, living and social conditions, communal demands and language needs. And, part three focuses on computers as a resource to mathematics teaching.
The contributors raise several important social justice issues which have previously remained unresearched. Although there are a number of chapters specifically dealing with gender, many of the authors use one of the following strategies: their gender-specific questions are set in a wider socio-cultural context, they challenge what have threatened to become false orthodoxies, or they raise other important issues. These other issues include the meaning of democratic citizenship for mathematics classrooms, the links between parents and children learning mathematics, and the preconceptions of some teachers of underprivileged students in Australia. Other chapters explore different forms of classroom communication, participation, and assessment. The pieces on computers state that there is still not enough research to conclude whether computers in the mathematics classrooms are supportive of, or detrimental to, the learning of all students. The one thing on which every author in this volume does agree is that social justice in mathematics education has still not been attained, but that we must strive toward it to improve educational practices and society in general.
目次
About the Authors
List of Tables and Figures
Preface by Series Editor
Introduction by Leone Burton
Setting the Scene
What is a Gender-Sensitive Mathematics Classroom? by Helga Jungwirth
Research on Equity in Mathematics Education: Progress and New Directions by Laurie E. Hart
Teaching and Learning Mathematics: Can the Concept of Citizenship Be Reclaimed for Social Justice? by Hilary Povey
Mothers Returning to Study Mathematics: The Development of Mathematical Authority through Evolving Relationships with their Children by Christine Brew
What Does Social Justice Mean in Classrooms?
Opportunity to Learn Mathematics Among Aymara-, Quechua-, and Spanish Speaking Rural and Urban, Fourth and Fifth Graders in Puno, Peru by Walter G. Secada, Santiago Cueto, and Fernando Andrade
Teachers' Beliefs about Teaching Mathematics to Students from Socially Disadvantaged Backgrounds: Implications for Social Justice by Robyn Zevenbergen
Gender-Related Differences in Working Style During Cooperative Learning in Secondary School Mathematics: A Malawian Case Study by Panji Catherine Chamdimba
Choosing Maths/Doing Gender: A Look at Why There are More Boys than Girls in Advanced Mathematics Classes in England by Heather Mendick
Constructing Difference: Assessment in Mathematics Education by Dylan Wiliam
First Results of a Study on Different Mathematical Thinking Styles of German School Children by Rita Borromeo Ferri and Gabriele Kaiser
Mathematics Participation, Achievement and Attitudes: What's New in Australia? by Helen J. Forgasz, Gilah C. Leder and Jan Thomas
Computers and Mathematics Learning
Toys for Boys by Leigh Wood, Dubravka Viskic and Peter Petocz
Computers in Mathematics: A Super Highway to Social Justice by Colleen M. Vale
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