000			03322nam a22004815i 4500
001			978-90-481-9803-0
003			DE-He213
005			20140220083826.0
007			cr nn 008mamaa
008			110106s2011 ne | s |||| 0|eng d
020			_a9789048198030 _9978-90-481-9803-0
024	7		_a10.1007/978-90-481-9803-0 _2doi
050		4	_aLC8-6691
072		7	_aJNU _2bicssc
072		7	_aPB _2bicssc
072		7	_aEDU029010 _2bisacsh
082	0	4	_a370 _223
100	1		_aAtweh, Bill. _eeditor.
245	1	0	_aMapping Equity and Quality in Mathematics Education _h[electronic resource] / _cedited by Bill Atweh, Mellony Graven, Walter Secada, Paola Valero.
264		1	_aDordrecht : _bSpringer Netherlands : _bImprint: Springer, _c2011.
300			_aXXXV, 480p. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
505	0		_aContributors -- Dedication -- Preface -- Part 1: The Theoretical Landscape -- Part 2: Mapping Social Construction and Complexities -- Part 3: Landmarks of Concern -- Part 4: No Highway and No Destination?.
520			_aThe issues of equity and quality have been central to international debates on mathematics in research, policy, curriculum and teaching. This book covers a wide variety of topics in the research and practice of mathematics education, demonstrating how equity and quality are inherently political terms whose political bedrock is obscured by them being taken for granted.  Mapping Equity and Quality in Mathematics Education is broken into four parts. Section 1 addresses the constructs of equity and quality from a variety of theoretical perspectives and outlines new directions to approach the question, “What are equity and quality?” Section 2 discusses the complexities in which the discourses of equity and quality move in constant construction and recontextualisation from societal trends to the constitution of subjectivities, passing through policy, the media and pedagogy. Section 3 covers insights and implications from research on the special needs of different “equity groups,” illuminating the way in which a “one-size-fits-all” approach tends to limit quality education to only dominant groups. And Section 4 contains lessons learned by researchers and practitioners who attempted to manage equity and quality within various educational contexts and with a variety of marginalized populations. Written by teachers, researchers and academics from all over the world, this book represents a powerful response to the international call for quality education of all students in mathematics around the globe.
650		0	_aEducation.
650		0	_aMathematics.
650	1	4	_aEducation.
650	2	4	_aMathematics Education.
650	2	4	_aEducational Policy and Politics.
650	2	4	_aSociology of Education.
700	1		_aGraven, Mellony. _eeditor.
700	1		_aSecada, Walter. _eeditor.
700	1		_aValero, Paola. _eeditor.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9789048198023
856	4	0	_uhttp://dx.doi.org/10.1007/978-90-481-9803-0
912			_aZDB-2-SHU
999			_c109093 _d109093