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020 _a9783319929071
024 7 _a10.1007/978-3-319-92907-1
_2doi
040 _cМУБИС
050 4 _aLC8-6691
072 7 _aJNU
_2bicssc
072 7 _aEDU029010
_2bisacsh
072 7 _aJNU
_2thema
072 7 _aPB
_2thema
082 0 4 _a370
_223
245 1 0 _aToward Equity and Social Justice in Mathematics Education
_h[electronic resource] /
_cedited by Tonya Gau Bartell.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2018.
300 _aXIX, 341 p. 54 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aResearch in Mathematics Education,
_x2570-4729
505 0 _aPart I: Theoretical and Political Perspectives Toward Equity and Justice in Mathematics Education -- Chapter 1: Disrupting Policies and Reforms in Mathematics Education to Address the Needs of Marginalized Learners -- Chapter 2: Making the Implicit Explicit: Building a Case for Implicit Racial Attitudes to Inform Mathematics Education Research -- Chapter 3: A Socio-Spatial Framework for Urban Mathematics Education: Considering Equity, Social Justice, and the Spatial Turn -- Chapter 4: Building on “Misconceptions” and Students’ Intuitions in Advanced Mathematics -- Chapter 5: Promoting Equitable Systems in Mathematics Education Starts with Us: Linking Literature on Allywork to the Work of Mathematics Teacher Educators -- Chapter 6: A Commentary on Theoretical & Political Perspectives Toward Equity and Justice in Mathematics Education -- Part II: Identifying and Connecting to Family and Community Funds of Knowledge -- Chapter 7: Connecting Algonquin Loomwork and Western Mathematics in a Grade 6 Math Class -- Chapter 8: Conversions for Life: Transnational Families’ Mathematical Funds of Knowledge -- Chapter 9: A Commentary on Identifying and Connecting to Family and Community Funds of Knowledge -- Part III: Student Learning and Engagement in PreK-12 Mathematics Classrooms -- Chapter 10: “So we only have one we share with more, and then they have way more and they share with less”: Mathematics and Spatial Justice -- Chapter 11: Supporting the Development of Bilingual Learners’ Mathematical Discourse in a Multilingual, Technological Context -- Chapter 12: The Micro-Politics of Counting -- Chapter 13: A Commentary on Student Learning and Engagement in preK-12 Mathematics Classrooms -- Part IV: Supporting Teachers on Addressing the Needs of Marginalized Students -- Chapter 14: Preservice Teachers’ Strategies for Teaching Mathematics with English Learners -- Chapter 15: “How I Want to Teach the Lesson”: Framing Children’s Multiple Mathematical Knowledge Bases in the Analysis and Adaptation of Existing Curriculum Materials -- Chapter 16: Seeing Mathematics Through Different Eyes: An Equitable Approach to Use With Prospective Teachers -- Chapter 17: Using Concept Maps in Teacher Education: Building Connections among Multiple Mathematical Knowledge Bases and Assessing Mathematical Understanding -- Chapter 18: Using Ethnomathematics Perspective to Widen the Vision of Mathematics Teacher Education Curriculum -- Chapter 19: A Commentary on Supporting Teachers in Addressing the Needs of Marginalized Students. .
520 _aThis critical volume responds to the enduring challenge in mathematics education of addressing the needs of marginalized students in school mathematics, and stems from the 2015 Annual Meeting of the North American Group of the Psychology of Mathematics Education (PME-NA). This timely analysis brings greater clarity and support to such challenges by narrowing in on four foci: theoretical and political perspectives toward equity and justice in mathematics education, identifying and connecting to family and community funds of knowledge, student learning and engagement in preK-12 mathematics classrooms, and supporting teachers in addressing the needs of marginalized learners. Each of these areas examines how race, class, culture, power, justice and mathematics teaching and learning intersect in mathematics education to sustain or disrupt inequities, and include contributions from scholars writing about mathematics education in diverse contexts. Included in the coverage: Disrupting policies and reforms to address the needs of marginalized learners A socio-spatial framework for urban mathematics education Linking literature on allywork to the work of mathematics teacher educators Transnational families’ mathematical funds of knowledge Multilingual and technological contexts for supporting learners’ mathematical discourse Preservice teachers’ strategies for teaching mathematics with English learners Toward Equity and Social Justice in Mathematics Education is of significant interest to mathematics teacher educators and mathematics education researchers currently addressing the needs of marginalized students in school mathematics. It is also relevant to teachers of related disciplines, administrators, and instructional designers interested in pushing our thinking and work toward equity and justice in mathematics education. .
650 0 _aMathematics.
650 1 4 _aMathematics Education.
_0http://scigraph.springernature.com/things/product-market-codes/O25000
700 1 _aBartell, Tonya Gau.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
710 2 _aSpringerLink (Online service)
776 0 8 _iPrinted edition:
_z9783319929064
776 0 8 _iPrinted edition:
_z9783319929088
830 0 _aResearch in Mathematics Education,
_x2570-4729
856 4 0 _uhttps://doi.org/10.1007/978-3-319-92907-1
_yElectronic version-Цахим хувилбар
942 _2ddc
_cEBOOK