Towards Gender Equity in Mathematics Education

An ICMI Study

  • Gila Hanna

Part of the New ICMI Study Series book series (NISS, volume 3)

Table of contents

  1. Front Matter
    Pages i-xii
  2. Introduction: Towards Gender Equity in Mathematics Education

  3. General Issues

  4. Cross-Cultural Perspectives

    1. Bodil Branner, Lisbeth Fajstrup, Hanne Kock
      Pages 139-153
    2. Lena M. Finne
      Pages 155-178
    3. Cornelia Niederdrenk-Felgner
      Pages 179-195
    4. Teresa Smart
      Pages 215-236
    5. Janice M. Gaffney, Judith Gill
      Pages 237-255
    6. Rui Fen Tang, Qi Ming Zheng, Shen Quan Wu
      Pages 271-276
    7. Carlos Bosch, Maria Trigueros
      Pages 277-284

About this book

Introduction

THE REAL WORLD OF MATHEMATICS, SCIENCE, AND TECHNOLOGY EDUCATION In this Preface, I would like to focus on what I mean by “education” and speak about the models and metaphors that are used when people talk, write, and act in the domain of education. We need to look at the assu- tions and processes that the models and metaphors implicitly and explicitly contain. I feel we should explore whether there is a specific thrust to mat- matics education in the here and now, and be very practical about it. For me education is the enhancement of knowledge and understanding, and there is a strong and unbreakable link between the two. There seems l- tle point in acquiring knowledge without understanding its meaning. Nor is it enough to gain a deep understanding of problems without gaining the appropriate knowledge to work for their solution. Thus knowledge and understanding are each necessary conditions for the process of education, but only when they are linked will the process bear fruit. Only in the b- anced interplay of knowledge and understanding can we expect to achieve genuine education.

Keywords

education mathematics mathematics education teacher education variable

Editors and affiliations

  • Gila Hanna
    • 1
  1. 1.OISETorontoCanada

Bibliographic information

  • DOI https://doi.org/10.1007/0-306-47205-8
  • Copyright Information Kluwer Academic Publishers 2002
  • Publisher Name Springer, Dordrecht
  • eBook Packages Springer Book Archive
  • Print ISBN 978-0-7923-3921-2
  • Online ISBN 978-0-306-47205-3
  • Series Print ISSN 1387-6872
  • About this book