9780521471527 - New Directions for Equity in Mathematics Education (7 Ergebnisse)

Hardcover. Zustand: Very Good. Dusty page edges, otherwise VG.

Hardcover. Zustand: Very Good. No Jacket. May have limited writing in cover pages. Pages are unmarked. ~ ThriftBooks: Read More, Spend Less.

Zustand: Very Good.

Zustand: Sehr gut. Zustand: Sehr gut | Seiten: 380 | Sprache: Englisch | Produktart: Bücher | The issue of how to provide equitable schooling for ethnic and linguistic minorities has come to the forefront of education. This volume brings together top researchers to examine equity from the standpoint of mathematics education--an excellent forum for the topic, since the results are quantifiable. The first essays address broad cultural issues, such as how social class and our notion of merit enter into education. The second section of the book analyzes gender issues in math learning, and the final section examines language and mathematics. A number of themes cut across these three groupings. For example, a critique of the reform movement surfaces in several chapters; many of the chapters look closely at teachers and the dynamics of the classroom, and chapters in different sections address issues of teacher empowerment and skill upgrading. Researchers, students, and policy makers in education, psychology, and cognitive science will want to read these provocative contributions.

Zustand: New. In.

Zustand: New. This book examines equity from the standpoint of mathematics education - an excellent forum for the topic, since the results are quantifiable and the disparity in performance is stark. Editor(s): Secada, Walter G.; Fennema, Elizabeth; Byrd, Lisa. Num Pages: 380 pages, 12 b/w illus. 9 tables. BIC Classification: JNC; PB. Category: (P) Professional & Vocational. Dimension: 228 x 152 x 25. Weight in Grams: 730. . 1995. hardcover. . . . . Books ship from the US and Ireland.

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - The issue of how to provide equitable schooling for ethnic and linguistic minorities has come to the forefront of education. This volume brings together top researchers to examine equity from the standpoint of mathematics education--an excellent forum for the topic, since the results are quantifiable. The first essays address broad cultural issues, such as how social class and our notion of merit enter into education. The second section of the book analyzes gender issues in math learning, and the final section examines language and mathematics. A number of themes cut across these three groupings. For example, a critique of the reform movement surfaces in several chapters; many of the chapters look closely at teachers and the dynamics of the classroom, and chapters in different sections address issues of teacher empowerment and skill upgrading. Researchers, students, and policy makers in education, psychology, and cognitive science will want to read these provocative contributions.