International perspectives on social justice in mathematics education.
Charlotte, NC : IAP/Information Age Pub., c2008
|ISBN:||9781593118808 1593118805 9781593118815 1593118813|
|描述：||vii, 251 p. ; 25 cm.|
|内容：||On the Origins of Social Justice: Darwin, Freire, Marx and Vivekananda, Bharath Sriraman; Home, School, and Community Partnerships in Numeracy Education: An Australian Perspective, Merrilyn Goos, Tom Lowrie, and Lesley Jolly; Peace, Social Justice and Ethnomathematics, Ubiratan D'Ambrosio; Mathematical Marginalisation and Meritocracy: Inequity in an English Classroom, Andrew Noyes; Some Tensions in Mathematics Education for Democracy, Iben Maj Christiansen; Undertaking an Archaeological Dig in Search of Pedagogical Relay, Robyn Zevenbergen and Steve Flavel; The Mathematics Club for Excellent Students as Common Ground for Bedouin and Other Israeli Youth, Miriam Amit, Michael N. Fried, and Mohammed Abu-Naja; Some Thoughts on Passive Resistance to Learning, Tod L. Shockey and Ravin Gustafson; Issues of Status and Values in the Professional Development of Mathematics Teachers, Libby Knott; Connecting Community, Critical, and Classical Knowledge in Teaching Mathematics for Social Justice, Eric Gutstein; How Many Deaths? Education for Statistical Empathy, Swapna Mukhopadhyay and Brian Greer; Fundamental Reasons for Mathematics Education in Iceland, Kristin Bjarnadottir; "Before You Divide, You Have to Add": Inter-Viewing Indian Students' Foregrounds, Ole Skovsmose, Helle Alro and Paola Valero in collaboration with Ana Paula Silverio and Pedro Paulo Scandiuzzi; Iceland and Rural/Urban Girls-PISA 2003 Examined from an Emancipatory Viewpoint, Olof Bjorg Steinthorsdottir and Bharath Sriraman; About the Contributors.|
|丛书名：||The Montana mathematics enthusiast : monograph series in mathematics education|
|责任：||edited by Bharath Sriraman.|
"This book...is an astonishing collection of scholarly articles from all over the world offering a kaleidoscope of perspectives of tremendous importance to mathematics educators interested in our
This inaugural monograph in the Montana Monograph Series is thought provoking to put it mildly- the opening essay is itself worth a read, followed by essays from educators and critical theorists that question the role of maths education in the curriculum in an intriguing manner. Inequities abound...