Suchen und Finden

### 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

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