Language:
English
繁體中文
Help
Login
Back
Switch To:
Labeled
|
MARC Mode
|
ISBD
Diversity in Mathematics Education =...
~
SpringerLink (Online service)
Diversity in Mathematics Education = Towards Inclusive Practices /
Record Type:
Language materials, printed : Monograph/item
Title/Author:
Diversity in Mathematics Education/ edited by Alan Bishop, Hazel Tan, Tasos N Barkatsas.
Reminder of title:
Towards Inclusive Practices /
other author:
Bishop, Alan.
Description:
XVIII, 262 p. 32 illus., 15 illus. in color.online resource. :
Contained By:
Springer Nature eBook
Subject:
Mathematics—Study and teaching . -
Online resource:
https://doi.org/10.1007/978-3-319-05978-5
ISBN:
9783319059785
Diversity in Mathematics Education = Towards Inclusive Practices /
Diversity in Mathematics Education
Towards Inclusive Practices /[electronic resource] :edited by Alan Bishop, Hazel Tan, Tasos N Barkatsas. - 1st ed. 2015. - XVIII, 262 p. 32 illus., 15 illus. in color.online resource. - Mathematics Education Library,0924-4921. - Mathematics Education Library,.
I. Surveying the territory.- Introduction: The challenge of developing inclusive mathematics learning environments.- Large scale test data: Making the invisible visible.- Impact of geographical location on student achievement: Unpacking the complexity of diversity.-Rethinking learners’ preferred mathematical task types: The values perspective.- Rethinking gender and technology: A case of graphics calculators in the Singaporean mathematics curriculum context.-Surveying the public: Revisiting mathematics and English stereotypes.-Surveying the territory: Linking research and practice in school mathematics -- II. Interrogating the boundaries.- From the individual to the collective: Rethinking curriculum to make diversity a positive resource.- Ethics and the challenges for inclusive mathematics teaching.- Valuing diversity in mathematics pedagogy: Enhancing teacher agency through values alignment.- Interrogating the boundaries: Inclusive practices in mathematics teaching - the need for noticing and producing relevant differences.– III. From diversity to practice -- (Dis)engagement and exclusion in mathematics classrooms - labels, values and significant others -- Including students with disabilities in the regular mathematics classroom: issues and innovations.- Investigating diversity in learning: How children add together single digit numbers.- Maximising opportunities in mathematics for all students: Addressing within school and within class differences -- From diversity to practice: Commentary.-Conclusion: From Theory to Practice.
This book presents a research focus on diversity and inclusivity in mathematics education. The challenge of diversity, largely in terms of student profiles or contextual features, is endemic in mathematics education, and is often argued to require differentiation as a response. Typically different curricula, text materials, task structures or pedagogies are favoured responses, but huge differences in achievement still result. If we in mathematics education seek to challenge that status quo, more research must be focussed not just on diversity but also on the inclusivity, of practices in mathematics education. The book is written by a group of experienced collaborating researchers who share this focus. It is written for researchers, research students, teachers and in-service professionals, who recognise both the challenges but also the opportunities of creating and evaluating new inclusive approaches to curriculum and pedagogy – ones that take for granted the positive values of diversity. Several chapters report new research in this direction. The authors are part of, or have visited with, the mathematics education staff of the Faculty of Education at Monash University, in Melbourne, Australia. The chapters all focus on the ideas of development in both research and practice, recognising that the current need is for new inclusive approaches. The studies presented are set in different contexts, including Australia, China, the United States, and Singapore.
ISBN: 9783319059785
Standard No.: 10.1007/978-3-319-05978-5doiSubjects--Topical Terms:
1253684
Mathematics—Study and teaching .
LC Class. No.: LC8-6691
Dewey Class. No.: 370
Diversity in Mathematics Education = Towards Inclusive Practices /
LDR
:04535nam a22004215i 4500
001
966730
003
DE-He213
005
20200919092035.0
007
cr nn 008mamaa
008
201211s2015 gw | s |||| 0|eng d
020
$a
9783319059785
$9
978-3-319-05978-5
024
7
$a
10.1007/978-3-319-05978-5
$2
doi
035
$a
978-3-319-05978-5
050
4
$a
LC8-6691
072
7
$a
JNU
$2
bicssc
072
7
$a
EDU029010
$2
bisacsh
072
7
$a
JNU
$2
thema
072
7
$a
PB
$2
thema
082
0 4
$a
370
$2
23
245
1 0
$a
Diversity in Mathematics Education
$h
[electronic resource] :
$b
Towards Inclusive Practices /
$c
edited by Alan Bishop, Hazel Tan, Tasos N Barkatsas.
250
$a
1st ed. 2015.
264
1
$a
Cham :
$b
Springer International Publishing :
$b
Imprint: Springer,
$c
2015.
300
$a
XVIII, 262 p. 32 illus., 15 illus. in color.
$b
online resource.
336
$a
text
$b
txt
$2
rdacontent
337
$a
computer
$b
c
$2
rdamedia
338
$a
online resource
$b
cr
$2
rdacarrier
347
$a
text file
$b
PDF
$2
rda
490
1
$a
Mathematics Education Library,
$x
0924-4921
505
0
$a
I. Surveying the territory.- Introduction: The challenge of developing inclusive mathematics learning environments.- Large scale test data: Making the invisible visible.- Impact of geographical location on student achievement: Unpacking the complexity of diversity.-Rethinking learners’ preferred mathematical task types: The values perspective.- Rethinking gender and technology: A case of graphics calculators in the Singaporean mathematics curriculum context.-Surveying the public: Revisiting mathematics and English stereotypes.-Surveying the territory: Linking research and practice in school mathematics -- II. Interrogating the boundaries.- From the individual to the collective: Rethinking curriculum to make diversity a positive resource.- Ethics and the challenges for inclusive mathematics teaching.- Valuing diversity in mathematics pedagogy: Enhancing teacher agency through values alignment.- Interrogating the boundaries: Inclusive practices in mathematics teaching - the need for noticing and producing relevant differences.– III. From diversity to practice -- (Dis)engagement and exclusion in mathematics classrooms - labels, values and significant others -- Including students with disabilities in the regular mathematics classroom: issues and innovations.- Investigating diversity in learning: How children add together single digit numbers.- Maximising opportunities in mathematics for all students: Addressing within school and within class differences -- From diversity to practice: Commentary.-Conclusion: From Theory to Practice.
520
$a
This book presents a research focus on diversity and inclusivity in mathematics education. The challenge of diversity, largely in terms of student profiles or contextual features, is endemic in mathematics education, and is often argued to require differentiation as a response. Typically different curricula, text materials, task structures or pedagogies are favoured responses, but huge differences in achievement still result. If we in mathematics education seek to challenge that status quo, more research must be focussed not just on diversity but also on the inclusivity, of practices in mathematics education. The book is written by a group of experienced collaborating researchers who share this focus. It is written for researchers, research students, teachers and in-service professionals, who recognise both the challenges but also the opportunities of creating and evaluating new inclusive approaches to curriculum and pedagogy – ones that take for granted the positive values of diversity. Several chapters report new research in this direction. The authors are part of, or have visited with, the mathematics education staff of the Faculty of Education at Monash University, in Melbourne, Australia. The chapters all focus on the ideas of development in both research and practice, recognising that the current need is for new inclusive approaches. The studies presented are set in different contexts, including Australia, China, the United States, and Singapore.
650
0
$a
Mathematics—Study and teaching .
$3
1253684
650
0
$a
Curriculums (Courses of study).
$3
1255903
650
0
$a
Education—Curricula.
$3
1255904
650
1 4
$a
Mathematics Education.
$3
671509
650
2 4
$a
Curriculum Studies.
$3
670010
700
1
$a
Bishop, Alan.
$4
edt
$4
http://id.loc.gov/vocabulary/relators/edt
$3
1062843
700
1
$a
Tan, Hazel.
$4
edt
$4
http://id.loc.gov/vocabulary/relators/edt
$3
1062844
700
1
$a
Barkatsas, Tasos N.
$4
edt
$4
http://id.loc.gov/vocabulary/relators/edt
$3
1062845
710
2
$a
SpringerLink (Online service)
$3
593884
773
0
$t
Springer Nature eBook
776
0 8
$i
Printed edition:
$z
9783319059778
776
0 8
$i
Printed edition:
$z
9783319059792
776
0 8
$i
Printed edition:
$z
9783319382180
830
0
$a
Mathematics Education Library,
$x
0924-4921
$3
1261510
856
4 0
$u
https://doi.org/10.1007/978-3-319-05978-5
912
$a
ZDB-2-SHU
912
$a
ZDB-2-SXED
950
$a
Humanities, Social Sciences and Law (SpringerNature-11648)
950
$a
Education (R0) (SpringerNature-43721)
based on 0 review(s)
Multimedia
Reviews
Add a review
and share your thoughts with other readers
Export
pickup library
Processing
...
Change password
Login