Towards Equity in Mathematics Education

Gender, Culture, and Diversity

Editors:

ISBN: 978-3-642-27701-6 (Print) 978-3-642-27702-3 (Online)

Table of contents (49 chapters)

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  1. Front Matter

    Pages I-XVIII

  2. Equity and Gender

    1. Front Matter

      Pages 5-7

    2. No Access

      Book Chapter

      Pages 1-3

      Introduction

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      Book Chapter

      Pages 9-14

      Preface to “Moving Towards a Feminist Epistemology of Mathematics”

    4. No Access

      Book Chapter

      Pages 15-29

      Moving Towards a Feminist Epistemology of Mathematics

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      Book Chapter

      Pages 31-37

      Preface to “Equity in Mathematics Education: Unions and Intersections of Feminist and Social Justice Literature”

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      Book Chapter

      Pages 39-56

      Equity in Mathematics Education: Unions and Intersections of Feminist and Social Justice Literature

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      Book Chapter

      Pages 57-62

      Preface to “Adolescent Girls’ Construction of Moral Discourses and Appropriation of Primary Identity in a Mathematics Classroom”

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      Book Chapter

      Pages 63-86

      Adolescent Girls’ Construction of Moral Discourses and Appropriation of Primary Identity in a Mathematics Classroom

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      Book Chapter

      Pages 87-103

      Shall We Do Politics or Learn Some Maths Today? Representing and Interrogating Social Inequality

    10. No Access

      Book Chapter

      Pages 105-109

      Commentary on the Chapter by Paul Dowling and Jeremy Burke, “Shall We Do Politics or Learn Some Maths Today? Representing and Interrogating Social Inequality”

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      Book Chapter

      Pages 111-114

      Commentary on the Chapter by Dowling and Burke, “Shall We Do Politics or Learn Some Maths Today? Representing and Interrogating Social Inequality”

    12. No Access

      Book Chapter

      Pages 115-140

      Gender Role Stereotypes in the Perception of Mathematics: An Empirical Study with Secondary Students in Germany

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      Book Chapter

      Pages 141-144

      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”

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      Book Chapter

      Pages 145-149

      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”

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      Book Chapter

      Pages 151-179

      Students’ Attitudes, Engagement and Confidence in Mathematics and Statistics Learning: ICT, Gender, and Equity Dimensions

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      Book Chapter

      Pages 181-185

      Commentary on the Chapter by Anastasios Barkatsas, “Students’ Attitudes, Engagement and Confidence in Mathematics and Statistics Learning: ICT, Gender, and Equity Dimensions”

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      Book Chapter

      Pages 187-191

      Commentary on the Chapter by Anastasios Barkatsas, “Students’ Attitudes, Engagement and Confidence in Mathematics and Statistics Learning: ICT, Gender, and Equity Dimensions”

  3. Equity and Culture

    1. Front Matter

      Pages 193-197

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      Book Chapter

      Pages 199-201

      Preface to “Israeli Jewish and Arab Students’ Gendering of Mathematics”

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      Book Chapter

      Pages 203-225

      Israeli Jewish and Arab Students’ Gendering of Mathematics

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      Book Chapter

      Pages 227-229

      Preface to “Ethnomathematics and Philosophy”

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      Book Chapter

      Pages 231-240

      Ethnomathematics and Philosophy

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