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Equity in Discourse for Mathematics Education : Theories, Practices, and Policies / edited by Beth Herbel-Eisenmann, Jeffrey Choppin, David Wagner, David Pimm
(Mathematics Education Library. ISSN:2214983X ; 55)

Publisher	(Dordrecht : Springer Netherlands : Imprint: Springer)
Year	2012
Edition	1st ed. 2012.
Authors	Herbel-Eisenmann, Beth editor Choppin, Jeffrey editor Wagner, David editor Pimm, David editor SpringerLink (Online service)

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Links to the text	Location	Volume	Call No.	Barcode No.	Status	Comments	ISBN	Printed	Restriction	Reserve
Links to the text	Library Off-campus access			OB00169672		Springer Humanities, Social Sciences and Law eBooks (電子ブック)	9789400728134

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Material Type	E-Book
Media type	機械可読データファイル
Size	XIV, 270 p : online resource
Notes	Preface -- Foreword: Discourse and equity: the simultaneous challenge of epistemological and social access: Jill Adler -- 1. Inherent connections between discourse and equity in mathematics classrooms: David Wagner, Beth Herbel-Eisenmann and Jeffrey Choppin -- Part A: Equity Concerns Draw Attention to Discourse -- 2. Context matters: how should we conceptualize equity in mathematics education?: Rochelle Gutiérrez -- 3. Exploring scholastic mortality among working-class and Indigenous students : Robyn Jorgensen -- 4. Mathematics learning in groups: analysing equity within an activity structure: Indigo Esmonde -- 5. Aiming for equity in ethnomathematics research: David Wagner and Lisa Lunney Borden -- 6. How equity concerns lead to attention to mathematical discourse: Judit Moschkovich -- Part B: Attention to Discourse Highlights Equity Concerns -- 7. Linguistic tools for exploring issues of equity: Mary Schleppegrell -- 8. Mathematics in multilingual classrooms in South Africa: from understanding the problem to exploring possible solutions: Mamokgethi Setati -- 9. Discursive demands and equity in second language mathematics classrooms: Richard Barwell -- 10. A discourse of telling and professional equity: Beth Herbel-Eisenmann -- 11. Studying discourse implies studying equity: Candia Morgan -- Part C: Implications and Policy -- 12. Equity, mathematics reform and policy: the dilemma of ‘opportunity to learn’: Donna Harris and Celia Anderson -- 13. Educational policy and classroom discourse practices: tensions and possibilities: Jeffrey Choppin, David Wagner and Beth Herbel-Eisenmann -- Afterword: Six Post-its in Search of an Author: David Pimm -- References -- Contributing Authors -- Index Discourse practices warrant the attention of mathematics educators because discourse is the primary medium of education. Evidence about one’s hopes or expectations can be found in discourse practice whether the goal is performance in mathematical procedures, creativity in problem solving, or a classroom environment that uses the diversity of voices as a resource. Language, through implicit and explicit action, is the medium of mathematical development and the medium through which equity and inequities are structured and sustained. Given this inherent connection between discourse and equity, this book focuses on: a) the ways in which the social, mathematical, cultural, and political aspects of classroom interactions impact students’ opportunities to participate in the kinds of discourse practices that provide access to resources; and b) the perceptions and practices of educators, particularly the extent to which they view diversity as a resource and to which they are aware of structural inequities HTTP:URL=https://doi.org/10.1007/978-94-007-2813-4
Subjects	LCSH:Mathematics—Study and teaching LCSH:Education and state LCSH:Educational sociology FREE:Mathematics Education FREE:Educational Policy and Politics FREE:Sociology of Education
Classification	LCC:QA10.92-20 DC23:510.71
ID	8000019991
ISBN	9789400728134