By Anna Chronaki (auth.), Bill Atweh, Mellony Graven, Walter Secada, Paola Valero (eds.)
The problems with fairness and caliber were critical to foreign debates on arithmetic in study, coverage, curriculum and instructing. This publication covers a large choice of themes within the learn and perform of arithmetic schooling, demonstrating how fairness and caliber are inherently political phrases whose political bedrock is obscured by way of them being taken without any consideration.
Mapping fairness and caliber in arithmetic Education is damaged into 4 elements. part 1 addresses the constructs of fairness and caliber from a number of theoretical views and descriptions new instructions to method the query, “What are fairness and quality?” part 2 discusses the complexities within which the discourses of fairness and caliber circulation in consistent development and recontextualisation from societal tendencies to the structure of subjectivities, passing via coverage, the media and pedagogy. part three covers insights and implications from examine at the specific wishes of alternative “equity groups,” illuminating the best way a “one-size-fits-all” process has a tendency to restrict caliber schooling to just dominant teams. And part four comprises classes discovered by way of researchers and practitioners who tried to regulate fairness and caliber inside of a number of academic contexts and with a number of marginalized populations.
Written by way of lecturers, researchers and teachers from worldwide, this publication represents a robust reaction to the foreign demand caliber schooling of all scholars in arithmetic round the globe.
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Additional resources for Mapping Equity and Quality in Mathematics Education
Afrodite becomes ‘voiceless’, ‘hopeless’ or a ‘subaltern’ in Spivak’s (1992b) words as her struggle for recognition proves futile or un-ending. Anita remembers being good at mathematics (geometry), but contrary to her family’s and companions’ belief in her capacities, chooses not to study mathematics since she feels that ‘science’ is not really suitable for her as a woman. Despite her choice not to engage in what was perceived as natural for her, she recognises the fact that the ‘new’ generation has the potential to reverse such stereotypes if, as she argues, access to both resources and expertise is safeguarded.
And, its assumed ‘normality’ can be oppressive as it does not allow ‘other’ subjectivities to emerge and does not voice alternative positioning(s). Following Michel Foucault and Judith Butler, the present chapter attempts to re-read hegemonic discourses of female relation to techno-mathematics. Â€151) observes insightfully how discourse ‘obeys that which it hides’ and becomes ‘the path from one contradiction to another’. He argues that ‘to analyse discourse is to hide and reveal contradictions; it is to show the play that they set up within it; it is to manifest how it can express them, embody them, or give them a temporary appearance’.
Edu Janine T. Remillardâ•‡ is Associate Professor at the University of Pennsylvania Graduate School of Education, specializing in mathematics education in Philadelphia, PA, USA. Her research interests include mathematics teacher education and learning, teachers’ interactions with mathematics curriculum materials, urban education, teaching practices in the context of educational policy, and the role of parents in supporting students’ mathematics learning. She has a particular interest in examining teacher learning and change in urban classrooms, how teachers interact with and use mathematics curriculum materials, and the assumptions about the practice of teaching underlying curriculum development and implementation efforts.