Equity in Discourse for Mathematics Education [electronic resource] : Theories, Practices, and Policies / edited by Beth Herbel-Eisenmann, Jeffrey Choppin, David Wagner, David Pimm.
Erişim Adresi
ISBN
9789400728134
Dil Kodu
İngilizce
Yer Numarası
DK/11484
Basım Bildirimi
1st ed. 2012.
Yayın Bilgisi
Dordrecht : Springer Netherlands : Imprint: Springer, 2012.
Fiziksel Niteleme
XIV, 270 p. online resource.
Dizi
Mathematics Education Library, 2214-983X ; 55
İçindekiler Notu
Preface -- Foreword: Discourse and equity: the simultaneous challenge of epistemological and social access: Jill Adler -- 1. Inherent connections between discourse and equity in mathematics classrooms: David Wagner, Beth Herbel-Eisenmann and Jeffrey Choppin -- Part A: Equity Concerns Draw Attention to Discourse -- 2. Context matters: how should we conceptualize equity in mathematics education?: Rochelle Gutiérrez -- 3. Exploring scholastic mortality among working-class and Indigenous students : Robyn Jorgensen -- 4. Mathematics learning in groups: analysing equity within an activity structure: Indigo Esmonde -- 5. Aiming for equity in ethnomathematics research: David Wagner and Lisa Lunney Borden -- 6. How equity concerns lead to attention to mathematical discourse: Judit Moschkovich -- Part B: Attention to Discourse Highlights Equity Concerns -- 7. Linguistic tools for exploring issues of equity: Mary Schleppegrell -- 8. Mathematics in multilingual classrooms in South Africa: from understanding the problem to exploring possible solutions: Mamokgethi Setati -- 9. Discursive demands and equity in second language mathematics classrooms: Richard Barwell -- 10. A discourse of telling and professional equity: Beth Herbel-Eisenmann -- 11. Studying discourse implies studying equity: Candia Morgan -- Part C: Implications and Policy -- 12. Equity, mathematics reform and policy: the dilemma of ‘opportunity to learn’: Donna Harris and Celia Anderson -- 13. Educational policy and classroom discourse practices: tensions and possibilities: Jeffrey Choppin, David Wagner and Beth Herbel-Eisenmann -- Afterword: Six Post-its in Search of an Author: David Pimm -- References -- Contributing Authors -- Index.
Özet, vb.
Discourse practices warrant the attention of mathematics educators because discourse is the primary medium of education. Evidence about one’s hopes or expectations can be found in discourse practice whether the goal is performance in mathematical procedures, creativity in problem solving, or a classroom environment that uses the diversity of voices as a resource. Language, through implicit and explicit action, is the medium of mathematical development and the medium through which equity and inequities are structured and sustained. Given this inherent connection between discourse and equity, this book focuses on: a) the ways in which the social, mathematical, cultural, and political aspects of classroom interactions impact students’ opportunities to participate in the kinds of discourse practices that provide access to resources; and b) the perceptions and practices of educators, particularly the extent to which they view diversity as a resource and to which they are aware of structural inequities.
Konu
Mathematics __ Study and teaching .
Education and state.
Educational sociology.
Mathematics Education.
Educational Policy and Politics.
Sociology of Education.
Education and state.
Educational sociology.
Mathematics Education.
Educational Policy and Politics.
Sociology of Education.
Kurum Adı
Eseri Alıntıla
Referansları kullanmadan önce gözden geçirmeniz ve varsa gerekli düzeltmeleri yapmanız önerilir.
Dijital Kaynak
MARC Görünümü
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520 |aDiscourse practices warrant the attention of mathematics educators because discourse is the primary medium of education. Evidence about one’s hopes or expectations can be found in discourse practice whether the goal is performance in mathematical procedures, creativity in problem solving, or a classroom environment that uses the diversity of voices as a resource. Language, through implicit and explicit action, is the medium of mathematical development and the medium through which equity and inequities are structured and sustained. Given this inherent connection between discourse and equity, this book focuses on: a) the ways in which the social, mathematical, cultural, and political aspects of classroom interactions impact students’ opportunities to participate in the kinds of discourse practices that provide access to resources; and b) the perceptions and practices of educators, particularly the extent to which they view diversity as a resource and to which they are aware of structural inequities.
650 0|aMathematics|xStudy and teaching .
650 0|aEducation and state.
650 0|aEducational sociology.
650 14|aMathematics Education.
650 24|aEducational Policy and Politics.
650 24|aSociology of Education.
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700 1 |aWagner, David.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
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007 cr nn 008mamaa
008 111208s2012 ne | s |||| 0|eng d
020 |a9789400728134|9978-94-007-2813-4
024 7 |a10.1007/978-94-007-2813-4|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aQA10.92-20
072 7|aJNU|2bicssc
072 7|aPB|2bicssc
072 7|aEDU029010|2bisacsh
072 7|aJNU|2thema
072 7|aPB|2thema
082 04|a510.71|223
090 |aDK/11484
245 10|aEquity in Discourse for Mathematics Education|h[electronic resource] :|bTheories, Practices, and Policies /|cedited by Beth Herbel-Eisenmann, Jeffrey Choppin, David Wagner, David Pimm.
250 |a1st ed. 2012.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2012.
300 |aXIV, 270 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aMathematics Education Library,|x2214-983X ;|v55
505 0 |aPreface -- Foreword: Discourse and equity: the simultaneous challenge of epistemological and social access: Jill Adler -- 1. Inherent connections between discourse and equity in mathematics classrooms: David Wagner, Beth Herbel-Eisenmann and Jeffrey Choppin -- Part A: Equity Concerns Draw Attention to Discourse -- 2. Context matters: how should we conceptualize equity in mathematics education?: Rochelle Gutiérrez -- 3. Exploring scholastic mortality among working-class and Indigenous students : Robyn Jorgensen -- 4. Mathematics learning in groups: analysing equity within an activity structure: Indigo Esmonde -- 5. Aiming for equity in ethnomathematics research: David Wagner and Lisa Lunney Borden -- 6. How equity concerns lead to attention to mathematical discourse: Judit Moschkovich -- Part B: Attention to Discourse Highlights Equity Concerns -- 7. Linguistic tools for exploring issues of equity: Mary Schleppegrell -- 8. Mathematics in multilingual classrooms in South Africa: from understanding the problem to exploring possible solutions: Mamokgethi Setati -- 9. Discursive demands and equity in second language mathematics classrooms: Richard Barwell -- 10. A discourse of telling and professional equity: Beth Herbel-Eisenmann -- 11. Studying discourse implies studying equity: Candia Morgan -- Part C: Implications and Policy -- 12. Equity, mathematics reform and policy: the dilemma of ‘opportunity to learn’: Donna Harris and Celia Anderson -- 13. Educational policy and classroom discourse practices: tensions and possibilities: Jeffrey Choppin, David Wagner and Beth Herbel-Eisenmann -- Afterword: Six Post-its in Search of an Author: David Pimm -- References -- Contributing Authors -- Index.
520 |aDiscourse practices warrant the attention of mathematics educators because discourse is the primary medium of education. Evidence about one’s hopes or expectations can be found in discourse practice whether the goal is performance in mathematical procedures, creativity in problem solving, or a classroom environment that uses the diversity of voices as a resource. Language, through implicit and explicit action, is the medium of mathematical development and the medium through which equity and inequities are structured and sustained. Given this inherent connection between discourse and equity, this book focuses on: a) the ways in which the social, mathematical, cultural, and political aspects of classroom interactions impact students’ opportunities to participate in the kinds of discourse practices that provide access to resources; and b) the perceptions and practices of educators, particularly the extent to which they view diversity as a resource and to which they are aware of structural inequities.
650 0|aMathematics|xStudy and teaching .
650 0|aEducation and state.
650 0|aEducational sociology.
650 14|aMathematics Education.
650 24|aEducational Policy and Politics.
650 24|aSociology of Education.
700 1 |aHerbel-Eisenmann, Beth.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aChoppin, Jeffrey.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aWagner, David.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aPimm, David.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9789400728127
776 08|iPrinted edition:|z9789400728141
776 08|iPrinted edition:|z9789400793651
830 0|aMathematics Education Library,|x2214-983X ;|v55
856 40|uhttps://doi.org/10.1007/978-94-007-2813-4
912 |aZDB-2-SHU
912 |aZDB-2-SXED
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)
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