Mapping Equity and Quality in Mathematics Education

Mapping Equity and Quality in Mathematics Education

von: Bill Atweh, Mellony Graven, Walter Secada, Paola Valero

Springer-Verlag, 2011

ISBN: 9789048198030 , 624 Seiten

Format: PDF

Kopierschutz: Wasserzeichen

Windows PC,Mac OSX Apple iPad, Android Tablet PC's

Preis: 181,89 EUR

  • Material Properties under Intensive Dynamic Loading
    Microfluidic Technologies for Miniaturized Analysis Systems
    The Machines of Leonardo Da Vinci and Franz Reuleaux - Kinematics of Machines from the Renaissance to the 20th Century
    Magnetohydrodynamics - Historical Evolution and Trends
    Analytical Methods for Problems of Molecular Transport
    Optimal Design of Complex Mechanical Systems - With Applications to Vehicle Engineering
  • Enterprise Interoperability - New Challenges and Approaches
    Heat Conduction - Mathematical Models and Analytical Solutions
    Advances in Robot Kinematics - Mechanisms and Motion
    Theory of Concentrated Vortices - An Introduction
    Innovation in Life Cycle Engineering and Sustainable Development
    Spectral Finite Element Method - Wave Propagation, Diagnostics and Control in Anisotropic and Inhomogeneous Structures
 

Mehr zum Inhalt

Mapping Equity and Quality in Mathematics Education


 

Preface

5

Contents

9

Contributors

13

Part I

34

The Theoretical Landscape

34

Chapter 1

35

Disrupting ‘Development’ as the Quality/Equity Discourse: Cyborgs and Subalterns in School Technoscience

35

Women, Mathematics, Technology and other Dangerous Things

36

Development as Quality: Intensity for Change

39

Development as Equity: The Urgency for All to Change

43

Conclusionary Remarks

46

References

49

Chapter 2

52

Beyond Gap Gazing: How Can Thinking About Education Comprehensively Help Us (Re)envision Mathematics Education?

52

Destabilizing the Achievement Gap Discourse

53

Thinking About Education Comprehensively

57

Exploring Mathematics Education Comprehensively

58

Rethinking (the Roles of) Mathematics

59

Conclusion

62

References

63

Chapter 3

66

Beyond Disavowing the Politics of Equity and Quality in Mathematics Education

66

Introduction

66

The Framing of the Research Field

67

The Framing of “Equity”

69

The Framing of “Quality”

71

The Disavowing of Politics in Mathematics Education

74

Threshold

76

References

77

Chapter 4

80

Does Every Child Count? Quality, Equity and Mathematics with/in Neoliberalism

80

Our Framework

81

Policy Documents

82

Student-Teacher Interviews

87

Conclusions

91

References

92

Chapter 5

94

Quality and Equity in Mathematics Education as Ethical Issues

94

Tensions Within the Discourses of Quality and Equity

95

Relationship Between Equity and Quality

98

Ethical Responsibility

100

Constructing Quality and Equity as Ethical Concerns

101

Conclusions

104

References

104

Chapter 6

107

Ghettoes in the Classroom and the Construction of Possibilities

107

Introduction

107

Episodes from the School

108

Equity and Quality

113

Emerging Categories

115

Ghettoes in the Classroom

116

Construction of Possibilities

117

Final Considerations

119

References

120

Chapter 7

121

Identity as the Cornerstone of Quality and Equitable Mathematical Experiences

121

Introduction

121

Identity at the Core of Quality Mathematical Experiences

123

Identity at the Core of Equitable Mathematical Experiences

125

Equity and Quality Under Erasure

127

The Lacanian Response

128

Conclusion

131

References

132

Chapter 8

135

A Framework for Evaluating Quality and Equity in Post-Compulsory Mathematics Education

135

Introduction

135

Quality in Post-Compulsory Education

136

Towards a Quality Framework

142

Conclusion

149

References

150

Chapter 9

152

The Theoretical Landscape

152

Editor’s Reaction to Part I

152

References

155

Part II

157

Mapping Social Constructions andComplexities

157

Chapter 10

158

Equity in Quality Mathematics Education: A Global Perspective1

158

Potential Inequity Factors in Mathematics Education at the Global Level

160

Country Indicators and Mathematics Achievement

162

Relationship Between Equity and Quality at the Country Level

164

How Does the Country’s Economic and Educational Status Moderate the Relationship Between Equity and Quality of Mathematics Educa

166

Optimal and Separate Modes of Development in Mathematics Education

167

Contrasting the Developmental Profiles of Optimal and Separate Modes of Development

168

Concluding Remarks

169

References

170

Chapter 11

172

Effects of Student-Level and School-Level Characteristics on the Quality and Equity of Mathematics Achievement in the United Sta

172

Introduction and Literature Review

172

Data and Results

174

Conclusions and Discussion

184

Appendix

186

References

187

Chapter 12

189

Equity and Quality Issues in Mathematics Education in Malawi Schools

189

Introduction

189

Background

190

Equity Groups

191

Indicators of “Quality”

195

Prospects of Change

197

Critical Reflection of Prospects

198

Conclusion

201

References

201

Chapter 13

203

Looking for Equity in Policy Recommendations for Instructional Quality

203

Introduction

203

Equity as an Analytical Lens

204

Overview of Reports and Methods

207

Analysis: Looking for Equity

208

Discussion

212

Conclusion

214

References

214

Chapter 14

217

Whose ‘Quality’ and ‘Equity’? The Case of Reforming 14–16 Mathematics Education in England

217

Introduction

217

The Context

219

Recent Developments

222

Mapping the Field

225

Final Comments

227

References

229

Chapter 15

231

Equity and Quality of Mathematics Education: Research and Media Portrayals

231

Introduction

231

Scholarly Research on Equity and Quality in Mathematics Learning

233

Concluding Comments

244

References

246

Chapter 16

249

Equity Concerns About Mathematical Modelling

249

Introduction

249

Modelling as Recontextualisation

251

Different Versions of Modelling in the Classroom: Who Has Access to the Principles?

252

Equity Concerns About Modelling in the Classroom

255

Modelling as a Basis for Curriculum Construction: Concerns and Potential

259

References

261

Chapter 17

263

Equity and the Quality of the Language Used in Mathematics Education

263

Introduction

263

An Episode from the Lesson Sequence “Least Common Multiple”

265

Prospects

275

Appendix References

276

Chapter 18

278

Foundational Mathematics: A Neglected Opportunity

278

Early Childhood Education: Why Does It Neglect Mathematics?

280

Mathematics Education: Why Does It Neglect Early Childhood?

282

Why Should We Call Early Mathematics Foundational?

283

Improving Teachers’ Understandings of Foundational Mathematics

286

Conclusion

289

References

290

Chapter 19

294

How Many Sides Does a Box Have? The Struggle to Respect Young People’s Thinking

294

Introduction: How a Riddle Helped Me Become More Respectful of Students

294

What Does Respect Mean?

295

The Relationship of Respect to Equity and Quality in Mathematics Education

296

The Struggle in Society

298

The “Math Wars” in California

300

Why Does the Struggle Exist? Why Has There Been Progress?

301

Toward a Strategy for Respecting Young People’s Thinking

302

Conclusion

306

References

307

Chapter 20

309

‘Sometimes I Think Wow I’m Doing Further Mathematics…’: Balancing Tensions Between Aspiring and Belonging

309

Why Does Further Mathematics Matter?

309

Historical Constructions of Further Mathematics

311

Changing Further Mathematics

314

Practices of the Self

317

Conclusion

320

References

321

Chapter 21

323

Mapping Social Constructions and Complexities

323

Editor’s Reaction to Part II

323

Part III

329

Landmarks of Concern

329

Chapter 22

330

Students with ‘Special Rights’ for Mathematics Education

330

Introduction

330

Special Rights in Mathematics Education

331

Quality Mathematics Education for Students with Special Rights

334

Equitable Access to Quality Curriculum

340

Advocating for Research and Development for Students with Special Rights

342

Conclusion

343

References

343

Chapter 23

347

Females in Mathematics: Still on the Road to Parity

347

Perceptions of Gender Equality in Mathematics

348

Mathematics Achievement

348

Course Completion and Career Paths

350

Mathematics-Related Dispositions

351

Role of Teachers, Parents, and Society

352

Quality Mathematics Education for Females

354

Closing Comments

355

References

357

Chapter 24

362

Quality and Equity in Mathematics Education: A Swedish Perspective

362

Introduction

362

The Swedish Situation Today

363

A Short History of Swedish Education

365

Back to the Current Situation

367

Taking Stock and Looking Ahead

368

Summing It Up

369

References

369

Chapter 25

372

Equity Issues Concerning Gifted Children in Mathematics: A perspective from Mexico

372

Introduction

372

Some Concerns About the Education of Mathematically Gifted Students

375

Societal Concerns

376

Our Approach

379

Internet Cafés

380

Concluding Comments

382

References

383

Chapter 26

386

Enhancing Quality and Equity in Mathematics Education for Australian Indigenous Students1

386

Introduction

386

Building Mathematics Curriculum Through Partnership

387

Mathematics Education and Indigenous Students—Program Criteria and Reflections from an Aboriginal Educator

388

Mathematics Programs for Indigenous Students

394

Conclusion

396

References

397

Chapter 27

400

Qualities of Respectful Positioning and Their Connections to Quality Mathematics

400

Quality Mathematics Education in Context

401

Positioning Students as Participants in Community Interaction

403

Examining Student Work

406

Reflection

409

References

411

Chapter 28

413

The Effects of Poverty and Language on Mathematics Achievement for English Language Learners

413

System Factors That Impede ELLs Mathematics Achievement

414

Closing the Gap Between Theory and Practice

419

Conclusions

422

References

423

Chapter 29

427

Toward a Framework of Principles for Ensuring Effective Mathematics Instruction for Bilingual Learners Through Curricula

427

Background

429

Examination of FO/D

431

A Framework for Equity and Quality in Mathematics

432

Implications and Conclusions

439

References

440

Chapter 30

443

Reconceptualizing Quality and Equity in the Cultivation of Minority Scholars in Mathematics Education

443

The Intersection of Equity and Quality

443

HBCUs as Spaces for Equity as Social Justice

447

The Doctor of Education (EdD) in Mathematics Education at MSU

448

Enhancing Achievement Outcomes

449

Increasing Sensitivity to the Exclusionary Nature of Mathematics Education

450

Developing Commitment to Social Justice

451

Conclusion

452

References

453

Chapter 31

456

What Does Quality Mean in the Context of White Institutional Space?

456

Framing Quality

456

Quality in Service to Nationalism—Nationalism in Service to Racism

458

Does All Really Mean All?

460

White Institutional Space and Mathematics Education Reform

462

Quality, Good Intentions, and the Needs of Black Children

464

Conclusion

466

References

467

Chapter 32

470

Landmarks of Concern

470

Editor’s Reaction to Part III

470

Exploring the Chapters

471

Part IV

474

No Highway and No Destination?

474

Chapter 33

475

The CERME Spirit: Issues of Quality and Inclusion in an Innovative Conference Style

475

Introduction

475

Locating Concepts and Concerns Within a Wider Frame

477

Views of Participants Regarding the CERME Activity

481

Discussion of Emergent Issues and a Tentative Framework for Further Consideration

489

References

494

Chapter 34

496

Productive Pedagogies in the Mathematics Classroom: Case Studies of Quality and Equity

496

Introduction

496

Magnolia State School

498

Azalea P-10

502

Conclusion

506

References

508

Chapter 35

509

Mathematical Literacy in South Africa: Increasing Access and Quality in Learners’ Mathematical Participation Both in and Beyond

509

Introduction

509

Mathematical Literacy in South Africa

510

Defining Identity

513

Reflecting on the Story

518

What Curricula Features Support “Living Different (Mathematical) Stories?”

519

Discussion and Conclusions

522

References

523

Chapter 36

525

Together-and-APart for Quality and Equity in Mathematics Education

525

The Conflict Between Quality and Equity

525

The TAP Rationale

528

TAP’s Main Guidelines

529

Achieving TAP’s Goals

531

References

533

Chapter 37

536

Research from Practice: Using Technology to Provide Advanced Mathematics and Equity to High School Students in the United States

536

The Advanced Placement (AP) Program and Equity Issues

537

The AP Problem at Jefferson High School

538

A Solution to Jefferson High School’s AP Problem

539

Forming a Connection with Washington High School

539

Creating Quality and Equity in the Classroom: One Class in Two Locations

540

Results of the Collaboration

541

Analysis of the Collaboration: Benefits and Affordances

542

Analysis of the Collaboration: Problems and Concerns

544

Conclusion

545

References

547

Chapter 38

548

Parents and Teachers Collaborate to Achieve Equity and Quality in Mathematics: A Case Study

548

Background

548

High-Quality Mathematics Instruction for English Learners

550

Results from the “Classroom Project”

552

References

556

Chapter 39

558

Critical Mathematics in a Secondary Setting: Promise and Problems

558

Introduction

558

Study Context

559

Inequalities and Area

561

Discussion

566

References

569

Chapter 40

570

Mathematics Education: What is the Point?

570

Alternatives to Traditional and Reform Emphases in Mathematics Education

571

Mathematics Teacher Education and the MEPI Project

572

Math for Social Analysis

574

MEPI Research Results

576

Discussion

579

References

581

Chapter 41

584

Equity and Quality in a Mathematics Program for Under-Represented Students at an Elite Public University

584

Background

585

The University of Michigan, the Introductory Calculus Program, and DHSP

586

Documenting Impact on Students

589

Instruction Matters

591

Keeping the Program Running

595

References

598

Chapter 42

600

Children’s Numerical Thinking in the Early School Grades and How to Foster and Understand Its Development

600

The Social Setting of Primary School in Mexico

601

Primary School and Low Academic Performance

601

The Psychologists’ Role in Low Mathematics Achievement

603

The Program to Address Low Academic Performance

604

Arithmetic in the Early Grades of Primary School

605

Final Remarks

613

References

613

Chapter 43

615

No Highway and No Destination?

615

Editor’s Reaction to Part IV

615

Many Ways to Promote Equity and Quality

615

No Highways

617

No Destination

618

References

618

Author Index

619

Subject Index

626