Towards equity in mathematics education: gender, culture, and diversity
Gespeichert in:
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| Format: | Buch |
| Sprache: | English |
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Berlin [u.a.]
Springer
2012
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| Schriftenreihe: | Advances in mathematics education
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| Online-Zugang: | Inhaltstext Inhaltsverzeichnis |
| Beschreibung: | XVIII, 597 S. graph. Darst. 235 mm x 155 mm |
| ISBN: | 9783642277016 3642277012 |
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Datensatz im Suchindex
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IMAGE 1
CONTENTS
INTRODUCTION 1
FERDINAND RIVERA AND HELEN FORGASZ REFERENCES 3
PART I EQUITY AND GENDER HELEN FORGASZ AND FERDINAND RIVERA
PREFACE TO "MOVING TOWARDS A FEMINIST EPISTEMOLOGY O F MATHEMATICS" . 9
DIANA B. ERCHICK 1 FEMINISM/GENDER/CONNECTED SOCIAL CONSTRUCTS 10
2 MATHEMATICS/EQUITY/SOCIAL JUSTICE PEDAGOGIES 11
3 INSTRUCTION/PERSPECTIVES ON MATHEMATICS/TESTING 12
REFERENCES 13
MOVING TOWARDS A FEMINIST EPISTEMOLOGY O F MATHEMATICS 15
REPRINTED FROM Z D M (2008), 40(4) LEONE BURTON 1 INTRODUCTION 15
2 ADOPTING A CULTURAL VIEW O F MATHEMATICS 17
3 KNOWING SCIENCE AND MATHEMATICS 20
4 BEING A MATHEMATICIAN 22
5 THE EPISTEMOLOGICAL CHALLENGE 25
REFERENCES 28
PREFACE TO "EQUITY IN MATHEMATICS EDUCATION: UNIONS AND INTERSECTIONS OF
FEMINIST AND SOCIAL JUSTICE LITERATURE" 31
LAURA JACOBSEN 1 INTRODUCTION TO MATH FOR SOCIAL ANALYSIS 33
2 INTRODUCTION TO MEPI RESEARCH 34
3 THEORETICAL AND PRACTICAL CHALLENGES 35
4 FINAL THOUGHTS 36
REFERENCES 37
VII
HTTP://D-NB.INFO/1018059695
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VIII
C O N T E N T S
EQUITY IN MATHEMATICS EDUCATION: UNIONS AND INTERSECTIONS O F FEMINIST
AND SOCIAL JUSTICE LITERATURE 39
REPRINTED FROM Z D M (2008), 40(4) LAURA JACOBSEN SPIELMAN 1
INTRODUCTION 4 0
2 GENDER DIFFERENCES IN MATHEMATICS 4 0
3 SITUATING GENDER EQUITY WITHIN BROADER EQUITY CONCERNS 41
4 GLOBAL PICTURE O F GENDER EQUITY 4 2
5 RECONSTRUCTING MATHEMATICS: MATHEMATICS EDUCATION IN THE PUBLIC
INTEREST 43
5.1 SETTING NEW GOALS IN MATHEMATICS EDUCATION 44
5.2 WHY MATHEMATICAL LITERACY? 47
5.3 WHY CRITICAL LITERACY? 48
5.4 WHY COMMUNITY LITERACY? 49
5.5 UNIONS AND INTERSECTIONS OF FEMINIST AND SOCIAL JUSTICE LITERATURE
51
6 SUMMARY 52
REFERENCES 53
PREFACE TO "ADOLESCENT GIRLS' CONSTRUCTION OF MORAL DISCOURSES AND
APPROPRIATION O F PRIMARY IDENTITY IN A MATHEMATICS CLASSROOM" 57 JAE
HOON LIM REFERENCES 61
ADOLESCENT GIRLS' CONSTRUCTION OF MORAL DISCOURSES AND APPROPRIATION O F
PRIMARY IDENTITY IN A MATHEMATICS CLASSROOM 63
REPRINTED FROM Z D M (2008), 40(4) JAE HOON LIM 1 INTRODUCTION 63
1.1 THEORETICAL FRAMEWORK: BAKHTIN'S THEORY O F LANGUAGE AND IDENTITY 65
2 METHODOLOGY 6 6
3 THE TEACHER AND CLASSROOM CONTEXTS 69
4 THREE STUDENTS 70
4.1 JESSICA: THEY CALL US "SMARTIES" 7 0
4.2 STELLA: BETWEEN TWO WORLDS 73
4.3 AMANDA: POLITICAL DISSENT 7 6
5 DISCUSSION . . 79
REFERENCES 83
SHALL WE DO POLITICS OR LEARN SOME MATHS TODAY? REPRESENTING AND
INTERROGATING SOCIAL INEQUALITY 87
PAUL DOWLING AND JEREMY BURKE 1 STRATEGIES OF REPRESENTATION 87
2 TEXTS, CONTEXTS AND PATRIARCHY 90
3 PUTTING THE CLASS INTO TEXTS 96
4 CRITICAL MATHEMATICS EDUCATION? 99
REFERENCES 101
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CONTENTS I X
COMMENTARY ON THE CHAPTER BY PAUL DOWLING AND JEREMY BURKE,
"SHALL WE DO POLITICS OR LEARN SOME MATHS TODAY? REPRESENTING AND
INTERROGATING SOCIAL INEQUALITY" 105
BILL ATWEH 1 MATHEMATICS AND THE WORLD 105
2 MATHEMATICS EDUCATION AND SOCIAL JUSTICE 106
REFERENCES 109
COMMENTARY ON THE CHAPTER BY DOWLING AND BURKE, "SHALL WE DO POLITICS OR
LEARN SOME MATHS TODAY? REPRESENTING AND INTERROGATING SOCIAL
INEQUALITY" I L L
JOANNE ROSSI BECKER REFERENCES 114
GENDER ROLE STEREOTYPES IN THE PERCEPTION O F MATHEMATICS: AN EMPIRICAL
STUDY WITH SECONDARY STUDENTS IN GERMANY 115 GABRIELE KAISER, MAREN
HOFFSTALL, AND ANNA B. ORSCHULIK 1 STATE OF THE ART 115
2 DESIGN O F THE STUDY 117
2.1 DESCRIPTION OF THE INSTRUMENT AND DATA ANALYSIS 117
2.2 DESCRIPTION OF THE SAMPLE 120
3 CENTRAL RESULTS O F THE QUANTITATIVE STUDY 121
4 GENDER-SPECIFIC DIFFERENCES IN THE PERCEPTION O F MATHEMATICS:
QUALITATIVE RESULTS 130
4.1 GENERAL RESULTS 130
4.2 ANALYSIS OF REASONS 132
5 POSSIBLE EDUCATIONAL CONSEQUENCES 136
APPENDIX 138
REFERENCES 140
COMMENTARY ON THE CHAPTER BY GABRIELE KAISER, MAREN HOFFSTALL AND ANNA
B. ORSCHULIK, "GENDER ROLE STEREOTYPES IN THE PERCEPTION OF
MATHEMATICS-RESULTS OF AN EMPIRICAL STUDY WITH SECONDARY STUDENTS IN
GERMANY" 141
SARAH THEULE LUBIENSKI REFERENCES 144
COMMENTARY ON THE CHAPTER BY GABRIELE KAISER, MAREN HOFFSTALL, AND ANNA
B. ORSCHULIK, "GENDER ROLE STEREOTYPES IN THE PERCEPTION O F
MATHEMATICS: RESULTS O F AN EMPIRICAL STUDY WITH SECONDARY STUDENTS IN
GERMANY" 145
COLLEEN VALE 1 AFFECTIVE FACTORS MATTER 145
2 IMPACT O F AFFECTIVE FACTORS 147
REFERENCES 148
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X
C O N T E N T S
STUDENTS' ATTITUDES, ENGAGEMENT AND CONFIDENCE IN MATHEMATICS
AND STATISTICS LEARNING: ICT, GENDER, AND EQUITY DIMENSIONS . . . . 151
ANASTASIOS N. BARKATSAS 1 BACKGROUND AND CONTEXT O F THE CHAPTER 151
1.1 THE MTAS HYPOTHESISED MODEL 152
2 SELECTED RESEARCH FINDINGS 157
2.1 (I) MTAS STUDIES: AIMS, METHODS, SAMPLES, DATA ANALYSES AND FINDINGS
158
2.2 STUDY 1. THE DEVELOPMENT O F THE MTAS SCALE 158
2.3 STUDY 2. INVESTIGATING THE COMPLEX RELATIONSHIP BETWEEN STUDENTS'
MATHEMATICS CONFIDENCE, CONFIDENCE WITH COMPUTERS, ATTITUDE TO LEARNING
MATHEMATICS WITH COMPUTERS, AFFECTIVE ENGAGEMENT, AND BEHAVIOURAL
ENGAGEMENT, ACHIEVEMENT, GENDER, AND YEAR LEVEL USING
MTAS 160
2.4 STUDY 3. ATTITUDES TO USING CAS CALCULATORS IN THE CLASSROOMS O F
MIDDLE AND SENIOR SECONDARY MATHEMATICS STUDENTS 164
2.5 (II) SURVEY O F ATTITUDES TOWARD STATISTICS [SATS] SCALE STUDIES:
AIMS, METHODS, SAMPLES, DATA ANALYSES AND FINDINGS 167
2.6 STUDY 4. THE CONSTRUCT VALIDITY OF THE SATS 168
2.7 STUDY 5. POSTGRADUATE STUDENTS'ATTITUDES TOWARD STATISTICS 170 3
WHAT DO THE FINDINGS FROM THE FIVE STUDIES TELL US? CONCLUSIONS AND
IMPLICATIONS 171
3.1 SECONDARY MATHEMATICS STUDENTS' ATTITUDES, ENGAGEMENT AND USE O F
ICT FOR LEARNING MATHEMATICS 171
3.2 TERTIARY STUDENTS'ATTITUDES TOWARD STATISTICS 173
APPENDIX 1 MATHEMATICS AND TECHNOLOGY ATTITUDES SCALE 174
APPENDIX 2 FACTOR STRUCTURE O F THE MTAS SCALE 176
REFERENCES 177
COMMENTARY ON THE CHAPTER BY ANASTASIOS BARKATSAS, "STUDENTS' ATTITUDES,
ENGAGEMENT AND CONFIDENCE IN MATHEMATICS AND STATISTICS LEARNING: ICT,
GENDER, AND EQUITY DIMENSIONS" . . . 181 KENNETH RUTHVEN
REFERENCES . . . 185
COMMENTARY ON THE CHAPTER BY ANASTASIOS BARKATSAS, "STUDENTS' ATTITUDES,
ENGAGEMENT AND CONFIDENCE IN MATHEMATICS AND STATISTICS LEARNING: ICT,
GENDER, AND EQUITY DIMENSIONS" . . . 187 HAZEL TAN
1 THEORETICAL BASIS O F MTAS 187
2 THEORETICAL BASIS O F SATS 189
3 IMPLICATIONS FOR EQUITABLE POLICY AND PRACTICE 189
REFERENCES 191
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CONTENTS XI
PART II EQUITY AND CULTURE
FERDINAND RIVERA AND HELEN FORGASZ
PREFACE TO "ISRAELI JEWISH AND ARAB STUDENTS' GENDERING OF MATHEMATICS"
1 99
DAVID MITTELBERG AND HELEN FORGASZ REFERENCES 201
ISRAELI JEWISH AND ARAB STUDENTS' GENDERING O F MATHEMATICS 203
REPRINTED FROM Z D M (2008), 40(4) HELEN J. FORGASZ AND DAVID MITTELBERG
1 INTRODUCTION 203
1.1 CONTEXTUALISING THE STUDY 204
1.2 GENDERED BELIEFS ABOUT MATHEMATICS 207
2 AIMS AND METHODS 209
2.1 INSTRUMENTS 209
2.2 SAMPLE 212
2.3 DATA ANALYSES 212
3 RESULTS AND DISCUSSION 212
3.1 ISRAELI AND AUSTRALIAN GRADE 9 STUDENTS' PERCEPTION OF MATHEMATICS
ACHIEVEMENT 212
3.2 PERCEPTIONS O F MATHEMATICS ACHIEVEMENT: ETHNIC COMPARISONS 213
3.3 RESULTS FROM THE TWO INSTRUMENTS 213
3.4 MATHEMATICS AS A GENDERED DOMAIN: GENDER DIFFERENCES WITHIN ETHNIC
GROUPS 215
3.5 GENDER DIFFERENCES AMONG ISRAELI JEWS 219
3.6 GENDER DIFFERENCES AMONG ISRAELI ARABS 220
4 CONCLUSIONS AND IMPLICATIONS 220
APPENDIX 222
REFERENCES 224
PREFACE TO "ETHNOMATHEMATICS AND PHILOSOPHY" 227
BILL BARTON REFERENCES 229
ETHNOMATHEMATICS AND PHILOSOPHY 231
REPRINTED FROM Z D M (1999), 31(2) BILL BARTON 1 THE PROBLEMS AND THE
CHALLENGE 231
2 EXISTING PHILOSOPHICAL POSITIONS 233
3 AN ALTERNATIVE MODEL 235
4 DECONSTRUCTING THE PAST 236
5 WHAT IS THE EVIDENCE? 237
6 EXCITING HORIZONS 238
REFERENCES 239
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XII C O N T E N T S
PREFACE TO "CULTURAL DIFFERENCES, ORAL MATHEMATICS, AND CALCULATORS
IN A TEACHER TRAINING COURSE O F THE BRAZILIAN LANDLESS MOVEMENT" . 241
GELSA KNIJNIK AND FERNANDA WANDERER REFERENCES 244
CULTURAL DIFFERENCES, ORAL MATHEMATICS, AND CALCULATORS IN A TEACHER
TRAINING COURSE OF THE BRAZILIAN LANDLESS MOVEMENT 245
REPRINTED FROM ZDM (2005), 37(2) GELSA KNIJNIK, FERNANDA WANDERER, AND
CLAUDIO JOSE DE OLIVEIRA 1 INTRODUCTION 245
2 CULTURAL DIFFERENCES AND ORAL MATHEMATICS 246
3 THE EMPIRICAL PART OF THE RESEARCH 249
4 THE PEASANT'S ORAL MATHEMATICS PRACTICES 251
5 ORAL MATHEMATICS AND THE CALCULATOR IN THE TEACHER TRAINING COURSE 254
6 FINAL WORDS 256
REFERENCES 257
PREFACE TO "IMMIGRANT PARENTS' PERSPECTIVES ON THEIR CHILDREN'S
MATHEMATICS EDUCATION" 261
MARTA CIVIL, NURIA PLANAS, AND BEATRIZ QUINTOS REFERENCES 265
IMMIGRANT PARENTS' PERSPECTIVES ON THEIR CHILDREN'S MATHEMATICS
EDUCATION 267
REPRINTED FROM Z D M (2005), 37(2) MARTA CIVIL, NURIA PLANAS, AND
BEATRIZ QUINTOS 1 INTRODUCTION 267
2 THEORETICAL FRAMEWORK 269
3 CONTEXT AND METHOD 270
4 RESULTS: "BEFORE AND NOW" 272
4.1 ABOUT THE TEACHING O F MATHEMATICS 274
4.2 ABOUT THE LANGUAGE 277
5 CONCLUSION 280
REFERENCES 281
MATHEMATICS EDUCATION FOR ADULTS: CAN IT REDUCE INEQUALITY IN SOCIETY?
283 WOLFGANG SCHLOGLMANN 1 INTRODUCTION 283
2 LIFELONG LEARNING: A CONSEQUENCE O F TECHNOLOGICAL DEVELOPMENT AND
GLOBALISATION? 284
3 MATHEMATICS AND SOCIETY: SOME REMARKS 286
3.1 THE DEVELOPMENT O F MATHEMATICS AS A TOOL FOR ECONOMIC GROWTH-THE
RELATIONSHIP TO CULTURE 286
3.2 WHAT KIND O F SOCIETY NEEDS MATHEMATICS AS A TOOL? . . . . 288 3.3
MATHEMATICS AND DEMOCRACY 288
3.4 MATHEMATICS AND NEW TECHNOLOGIES: NEW FUNCTIONS OF THE TOOL
"MATHEMATICS" 289
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CONTENTS XIII
3.5 WHY ARE MATHEMATICAL METHODS SO CREDIBLE? 290
3.6 SHOULD EVERYBODY LEARN MATHEMATICS? 291
4 ADULT EDUCATION IN MATHEMATICS 291
5 VOCATIONAL MATHEMATICS VERSUS SCHOOL MATHEMATICS: SOME REMARKS 292
6 SOME RESULTS FROM AN EMPIRICAL STUDY OF ADULT EDUCATION IN AUSTRIA 294
7 "MUST LEARN MATHEMATICS:" SOME REMARKS ON THE EMOTIONAL CONSTITUTION O
F A GROUP O F ADULT LEARNERS 296
8 IS MATHEMATICS LEARNING POSSIBLE FOR ADULTS? 297
9 CAN MATHEMATICS EDUCATION FOR ADULTS REDUCE INEQUALITY IN A SOCIETY?
298
REFERENCES 299
COMMENTARY ON THE CHAPTER BY WOLFGANG SCHLOGLMANN, "MATHEMATICS
EDUCATION FOR ADULTS: CAN IT REDUCE INEQUALITY IN SOCIETY?" . . . . 303
TINE WEDEGE 1 THE PROBLEMATIQUE 304
2 WHY TEACH AND LEARN MATHEMATICS? 305
REFERENCES 306
COMMENTARY ON THE CHAPTER BY WOLFGANG SCHLOGLMANN, "MATHEMATICS
EDUCATION FOR ADULTS: CAN IT REDUCE INEQUALITY IN SOCIETY?" . . . . 309
JAGUTHSING DINDYAL REFERENCES 312
HETEROGLOSSIA IN MULTILINGUAL MATHEMATICS CLASSROOMS 315
RICHARD BARWELL 1 RESEARCH ON TEACHING AND LEARNING MATHEMATICS IN
LINGUISTICALLY DIVERSE CLASSROOMS 317
2 THE DIVERSITY O F LANGUAGE 318
3 TENSION BETWEEN SCHOOL AND HOME LANGUAGES 320
4 TENSION BETWEEN FORMAL AND INFORMAL LANGUAGE IN MATHEMATICS . 322 5
TENSION BETWEEN LANGUAGE POLICY AND MATHEMATICS CLASSROOM PRACTICE 324
6 TENSION BETWEEN A LANGUAGE FOR LEARNING MATHEMATICS AND A LANGUAGE FOR
GETTING ON IN THE WORLD 325
7 DISCUSSION: HETEROGLOSSIA AND EQUITY 327
8 CONCLUSION: SHIFTING THE TENSION 329
REFERENCES 330
COMMENTARY ON THE CHAPTER BY RICHARD BARWELL, "HETEROGLOSSIA IN
MULTILINGUAL MATHEMATICS CLASSROOMS" 333
NURIA PLANAS 1 VIEWING ORCHESTRATION IN "SCHOOL VERSUS HOME LANGUAGES" .
. . . 334 2 VIEWING ORCHESTRATION IN FORMAL VERSUS INFORMAL LANGUAGE IN
MATHEMATICS 335
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X I V C O N T E N T S
3 VIEWING ORCHESTRATION IN LANGUAGE POLICY VERSUS MATHEMATICS
CLASSROOM PRACTICE 336
4 VIEWING ORCHESTRATION IN LANGUAGE FOR LEARNING MATHEMATICS VERSUS
GETTING ON IN THE WORLD 336
REFERENCES 337
COMMENTARY ON THE CHAPTER BY RICHARD BARWELL, "HETEROGLOSSIA IN
MULTILINGUAL MATHEMATICS CLASSROOMS" 339
LUIS RADFORD 1 LANGUAGE IN THE MATHEMATICS CLASSROOM 339
2 LANGUAGE AS IDEOLOGICAL 340
3 ALTERITY 341
REFERENCES 342
PART III EQUITY AND CURRICULUM DIVERSITY FERDINAND RIVERA AND HELEN
FORGASZ
PREFACE TO "DOUBTFUL RATIONALITY" 347
OLE SKOVSMOSE REFERENCES 350
DOUBTFUL RATIONALITY 35 1
REPRINTED FROM Z D M (2007), 39(3) OLE SKOVSMOSE 1 FABRICATION BY
MATHEMATICS-BASED RATIONALITY 353
1.1 FABRICATING POSSIBILITIES 353
1.2 FABRICATION O F STRATEGIES 354
1.3 FABRICATING FACTS 355
1.4 FABRICATION OF CONTINGENCIES 356
1.5 FABRICATION O F PERSPECTIVES 356
2 PRESCRIPTION READINESS 357
3 DIFFERENTIATED LABELLING 359
4 ETHICAL FILTRATION 360
5 CITIZENSHIP AND CRITICAL CITIZENSHIP 362
6 CONCLUSIONS 365
REFERENCES 366
PREFACE TO "A SOCIO-POLITICAL LOOK AT EQUITY IN THE SCHOOL ORGANIZATION
OF MATHEMATICS EDUCATION" 369
PAOLA VALERO REFERENCES 371
A SOCIO-POLITICAL LOOK AT EQUITY IN THE SCHOOL ORGANIZATION O F
MATHEMATICS EDUCATION 373
REPRINTED FROM Z D M (2007), 39(3) PAOLA VALERO 1 INTRODUCTION 373
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CONTENTS X V
2 MATHEMATICS EDUCATION AS SOCIAL AND POLITICAL PRACTICES:
A THEORETICAL AND METHODOLOGICAL FRAMEWORK 374
3 STUDYING EQUITY IN THE NETWORK O F SCHOOL MATHEMATICS EDUCATION
PRACTICES 376
3.1 THE LONELY GIRL 377
3.2 THEY ARE CREEPING INTO 378
3.3 ENTERING THE DISCUSSION O F EQUITY IN MATHEMATICS EDUCATION RESEARCH
379
3.4 EXAMINING THE CONSTRUCTION O F DISADVANTAGE IN THE SCHOOL
ORGANIZATION O F MATHEMATICS EDUCATION 380
4 POWER AND EQUITY IN MATHEMATICS EDUCATION RESEARCH 385
REFERENCES 385
LOOKING FOR GOLD: CATERING FOR MATHEMATICALLY GIFTED STUDENTS WITHIN AND
BEYOND ZDM 389
GILAH C. LEDER 1 INTRODUCTION 389
2 ZDM 390
2.1 ZDM-1990 TO 1999 391
2.2 ZDM-2000 TO 2009 395
2.3 MATHEMATICALLY GIFTED STUDENTS-A MATTER O F CONVENIENCE IN PROBLEM
SOLVING 398
2.4 MATHEMATICALLY GIFTED STUDENTS-MISCELLANEOUS ISSUES . . 400 3
CONCLUDING COMMENTS 403
REFERENCES 403
COMMENTARY ON THE CHAPTER BY GILAH LEDER, "LOOKING FOR GOLD: CATERING
FOR MATHEMATICALLY GIFTED STUDENTS WITHIN AND BEYOND ZDM" 407
BORIS KOICHU 1 WHAT COUNTS FOR GOLD? 408
2 MORE GOLD IS IN THE MINE 409
REFERENCES 410
COMMENTARY ON THE CHAPTER BY GILAH LEDER, "LOOKING FOR GOLD: CATERING
FOR MATHEMATICALLY GIFTED STUDENTS WITHIN AND BEYOND ZDM" 411
ROSEMARY .CALLINGHAM REFERENCES 413
FROM THE KNOWN TO THE UNKNOWN: PATTERN, MATHEMATICS AND LEARNING IN
PAPUA NEW GUINEA 415
GRAEME WERE 1 MATHEMATICS IN THE PACIFIC 417
2 PATTERN IN NEW IRELAND, PAPUA NEW GUINEA 420
3 CONCLUDING COMMENTS: TOWARD THE MATHEMATICAL MIND 425
REFERENCES 427
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X V I
C O N T E N T S
COMMENTARY ON THE CHAPTER BY GRAEME WERE, "FROM THE KNOWN
TO THE UNKNOWN: PATTERN, MATHEMATICS AND LEARNING IN PAPUA NEW GUINEA"
429
ALAN J. BISHOP REFERENCES 431
COMMENTARY ON THE CHAPTER BY GRAEME WERE, "FROM THE KNOWN TO THE
UNKNOWN: PATTERN, MATHEMATICS AND LEARNING IN PAPUA NEW GUINEA" 433
STEVEN K. KHAN 1 PATTERNS IN A FIELD 433
2 THE MATHEMATICAL MIND: AN ISSUE FOR EQUITY 435
REFERENCES 437
PART IV EQUITY AND BIOLOGY HELEN FORGASZ AND FERDINAND RIVERA
GENDER DIFFERENCES IN MATHEMATICS AND SCIENCE ACHIEVEMENT ACROSS THE
DISTRIBUTION: WHAT INTERNATIONAL VARIATION CAN TELL US ABOUT THE ROLE O
F BIOLOGY AND SOCIETY 44 1
ANDREW M. PENNER AND TODD CADWALLADEROLSKER 1 INTRODUCTION 441
2 THE BIOLOGICAL PRODUCTION O F GENDER DIFFERENCES IN MATHEMATICS . 444
2.1 GENETIC CONSIDERATIONS 444
2.2 HORMONAL CONSIDERATIONS 445
2.3 CEREBRAL CONSIDERATIONS 445
3 THE SOCIAL PRODUCTION OF GENDER DIFFERENCES IN MATHEMATICS . . . 446
3.1 INCENTIVE STRUCTURES 446
3.2 STATUS 447
4 DATA 447
4.1 MATHEMATICS AND SCIENCE DATA 448
4.2 COUNTRY-LEVEL DATA 449
4.3 MODELING STRATEGY AND PRECEDENTS 450
5 RESULTS 452
5.1 BASIC DESCRIPTIVE STATISTICS 452
5.2 EXAMINING THE DISTRIBUTION EXTREMES 454
5.3 MODELING CROSS-NATIONAL GENDER DIFFERENCES ACROSS THE DISTRIBUTION
457
6 DISCUSSION . / 461
APPENDIX 464
REFERENCES 466
COMMENTARY ON THE CHAPTER BY PENNER AND CADWALLADEROLSKER, "GENDER
DIFFERENCES IN MATHEMATICS AND SCIENCE ACHIEVEMENT ACROSS THE
DISTRIBUTION: WHAT INTERNATIONAL VARIATION CAN TELL US ABOUT THE ROLE OF
BIOLOGY AND SOCIETY" 469
JAMES S. DIETZ REFERENCES 472
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CONTENTS
X V L L
COMMENTARY ON THE CHAPTER BY PENNER AND CADWALLADEROLSKER,
"GENDER DIFFERENCES IN MATHEMATICS AND SCIENCE ACHIEVEMENT ACROSS THE
DISTRIBUTION: WHAT INTERNATIONAL VARIATION CAN TELL US ABOUT THE ROLE OF
BIOLOGY AND SOCIETY" 475
ROBERT (BOB) KLEIN 1 THE PROBLEM O F SCOPE AND SCALE 476
2 THE PUSHMI-PULLYU EXCEPT THIS THING HAS T W O TAILS 478
3 CONCLUSION 479
REFERENCES 480
RESEARCH-BASED MATHEMATICS INSTRUCTION FOR STUDENTS WITH LEARNING
DISABILITIES 481
MARJORIE MONTAGUE AND ASHA K. JITENDRA 1 CHARACTERISTICS O F CHILDREN
AND ADOLESCENTS WITH MLD 483
2 RESEARCH-BASED MATH INSTRUCTION FOR STUDENTS WITH MLD 484
3 DIRECT INSTRUCTION RESEARCH IN MATHEMATICS 485
4 COGNITIVELY BASED MATH PROBLEM SOLVING RESEARCH 486
4.1 COGNITIVE STRATEGY INSTRUCTION (CSI) 488
4.2 RESEARCH EVIDENCE IN SUPPORT O F CSI FOR MATH PROBLEM SOLVING 491
4.3 SCHEMA-BASED INSTRUCTION (SBI) 492
4.4 RESEARCH EVIDENCE IN SUPPORT OF SBI FOR MATH PROBLEM SOLVING 495
5 RECOMMENDATIONS FOR INSTRUCTING STUDENTS WITH L D 498
REFERENCES 498
COMMENTARY ON THE CHAPTER BY MARJORIE MONTAGUE AND ASHA JITENDRA,
"RESEARCH-BASED MATHEMATICS INSTRUCTION FOR STUDENTS WITH LEARNING
DISABILITIES" 503
ANN DOWKER REFERENCES 505
COMMENTARY ON THE CHAPTER BY MARJORIE MONTAGUE AND ASHA JITENDRA,
"RESEARCH-BASED MATHEMATICS INSTRUCTION FOR STUDENTS WITH LEARNING
DISABILITIES" 507
DELINDA VAN GARDEREN 1 BUILDING ON AND EXTENDING THE COGNITIVELY BASED
RESEARCH IN MATH PROBLEM SOLVING 508
2 PROMOTING-INSTRUCTION FOR STUDENTS WITH DISABILITIES: IMPLICATIONS
BEYOND THE CLASSROOM 509
REFERENCES 511
NEURAL CORRELATES O F GENDER, CULTURE, AND RACE AND IMPLICATIONS TO
EMBODIED THINKING IN MATHEMATICS 515
FERDINAND RIVERA 1 INTRODUCTION 515
2 ANALYZING ISSUES IN MATHEMATICS EDUCATION FROM A NEUROSCIENCE
PERSPECTIVE 518
IMAGE 12
X V 1 1 1
C O N T E N T S
3 NEURAL CORRELATES O F MATHEMATICAL CONCEPTS AND PROCESSES . . . . 527
3.1 MATHEMATICAL PROCESSING 527
3.2 LINGUISTIC PROCESSING 530
3.3 VISUOSPATIAL PROCESSING 530
4 NEURAL CORRELATES O F GENDER, CULTURE, AND RACE 531
4.1 GENDER 531
4.2 RACE 533
4.3 CULTURE 534
5 IMPLICATIONS FOR MATHEMATICS EDUCATION RESEARCH 535
REFERENCES 539
COMMENTARY ON THE CHAPTER BY FERDINAND RIVERA, "NEURAL CORRELATES O F
GENDER, CULTURE, AND RACE AND IMPLICATIONS TO EMBODIED THINKING IN
MATHEMATICS" 545
BERT DE SMEDT AND LIEVEN VERSCHAFFEL REFERENCES 549
COMMENTARY ON THE CHAPTER BY FERDINAND RIVERA, "NEURAL CORRELATES O F
GENDER, CULTURE, AND RACE AND IMPLICATIONS TO EMBODIED THINKING IN
MATHEMATICS" 551
STEPHEN R. CAMPBELL REFERENCES 555
EDITORS AND CONTRIBUTORS 557
LIST OF REVIEWERS 569
AUTHOR INDEX 571
SUBJECT INDEX 591 |
| any_adam_object | 1 |
| author2 | Forgasz, Helen |
| author2_role | edt |
| author2_variant | h f hf |
| author_facet | Forgasz, Helen |
| building | Verbundindex |
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| dewey-full | 510.71 |
| dewey-hundreds | 500 - Natural sciences and mathematics |
| dewey-ones | 510 - Mathematics |
| dewey-raw | 510.71 |
| dewey-search | 510.71 |
| dewey-sort | 3510.71 |
| dewey-tens | 510 - Mathematics |
| discipline | Pädagogik Mathematik |
| format | Book |
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| series2 | Advances in mathematics education |
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| spellingShingle | Towards equity in mathematics education gender, culture, and diversity Chancengleichheit (DE-588)4009736-5 gnd Mathematikunterricht (DE-588)4037949-8 gnd |
| subject_GND | (DE-588)4009736-5 (DE-588)4037949-8 (DE-588)4143413-4 |
| title | Towards equity in mathematics education gender, culture, and diversity |
| title_auth | Towards equity in mathematics education gender, culture, and diversity |
| title_exact_search | Towards equity in mathematics education gender, culture, and diversity |
| title_full | Towards equity in mathematics education gender, culture, and diversity Helen Forgasz ... ed. |
| title_fullStr | Towards equity in mathematics education gender, culture, and diversity Helen Forgasz ... ed. |
| title_full_unstemmed | Towards equity in mathematics education gender, culture, and diversity Helen Forgasz ... ed. |
| title_short | Towards equity in mathematics education |
| title_sort | towards equity in mathematics education gender culture and diversity |
| title_sub | gender, culture, and diversity |
| topic | Chancengleichheit (DE-588)4009736-5 gnd Mathematikunterricht (DE-588)4037949-8 gnd |
| topic_facet | Chancengleichheit Mathematikunterricht Aufsatzsammlung |
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