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Mapping Equity and Quality in Mathematics Education

Overview of attention for book
Mapping Equity and Quality in Mathematics Education
Springer, Dordrecht

Table of Contents

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    Book Overview
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    Chapter 1 Disrupting ‘Development’ as the Quality/Equity Discourse: Cyborgs and Subalterns in School Technoscience
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    Chapter 2 Beyond Gap Gazing: How Can Thinking About Education Comprehensively Help Us (Re)envision Mathematics Education?
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    Chapter 3 Beyond Disavowing the Politics of Equity and Quality in Mathematics Education
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    Chapter 4 Does Every Child Count? Quality, Equity and Mathematics with/in Neoliberalism
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    Chapter 5 Quality and Equity in Mathematics Education as Ethical Issues
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    Chapter 6 Ghettoes in the Classroom and the Construction of Possibilities
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    Chapter 7 Identity as the Cornerstone of Quality and Equitable Mathematical Experiences
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    Chapter 8 A Framework for Evaluating Quality and Equity in Post-Compulsory Mathematics Education
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    Chapter 9 The Theoretical Landscape
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    Chapter 10 Equity in Quality Mathematics Education: A Global Perspective
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    Chapter 11 Effects of Student-Level and School-Level Characteristics on the Quality and Equity of Mathematics Achievement in the United States: Using Factor Analysis and Hierarchical Linear Models to Inform Education Policy
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    Chapter 12 Equity and Quality Issues in Mathematics Education in Malawi Schools
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    Chapter 13 Looking for Equity in Policy Recommendations for Instructional Quality
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    Chapter 14 Whose ‘Quality’ and ‘Equity’? The Case of Reforming 14–16 Mathematics Education in England
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    Chapter 15 Equity and Quality of Mathematics Education: Research and Media Portrayals
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    Chapter 16 Equity Concerns About Mathematical Modelling
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    Chapter 17 Equity and the Quality of the Language Used in Mathematics Education
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    Chapter 18 Foundational Mathematics: A Neglected Opportunity
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    Chapter 19 How Many Sides Does a Box Have? The Struggle to Respect Young People’s Thinking
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    Chapter 20 ‘Sometimes I Think Wow I’m Doing Further Mathematics…’: Balancing Tensions Between Aspiring and Belonging
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    Chapter 21 Mapping Social Constructions and Complexities
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    Chapter 22 Students with ‘Special Rights’ for Mathematics Education
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    Chapter 23 Females in Mathematics: Still on the Road to Parity
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    Chapter 24 Mapping Equity and Quality in Mathematics Education
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    Chapter 25 Equity Issues Concerning Gifted Children in Mathematics: A perspective from Mexico
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    Chapter 26 Enhancing Quality and Equity in Mathematics Education for Australian Indigenous Students
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    Chapter 27 Qualities of Respectful Positioning and Their Connections to Quality Mathematics
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    Chapter 28 The Effects of Poverty and Language on Mathematics Achievement for English Language Learners
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    Chapter 29 Toward a Framework of Principles for Ensuring Effective Mathematics Instruction for Bilingual Learners Through Curricula
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    Chapter 30 Reconceptualizing Quality and Equity in the Cultivation of Minority Scholars in Mathematics Education
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    Chapter 31 What Does Quality Mean in the Context of White Institutional Space?
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    Chapter 32 Landmarks of Concern
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    Chapter 33 The CERME Spirit: Issues of Quality and Inclusion in an Innovative Conference Style
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    Chapter 34 Productive Pedagogies in the Mathematics Classroom: Case Studies of Quality and Equity
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    Chapter 35 Mathematical Literacy in South Africa: Increasing Access and Quality in Learners’ Mathematical Participation Both in and Beyond the Classroom
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    Chapter 36 Together-and-APart for Quality and Equity in Mathematics Education
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    Chapter 37 Research from Practice: Using Technology to Provide Advanced Mathematics and Equity to High School Students in the United States
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    Chapter 38 Parents and Teachers Collaborate to Achieve Equity and Quality in Mathematics: A Case Study
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    Chapter 39 Critical Mathematics in a Secondary Setting: Promise and Problems
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    Chapter 40 Mathematics Education: What is the Point?
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    Chapter 41 Equity and Quality in a Mathematics Program for Under-Represented Students at an Elite Public University
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    Chapter 42 Children’s Numerical Thinking in the Early School Grades and How to Foster and Understand Its Development
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    Chapter 43 No Highway and No Destination?
Overall attention for this book and its chapters
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Title
Mapping Equity and Quality in Mathematics Education
Published by
Springer, Dordrecht, October 2014
DOI 10.1007/978-90-481-9803-0
ISBNs
978-9-04-819802-3, 978-9-04-819803-0, 978-9-40-079003-2
Editors

Bill Atweh, Mellony Graven, Walter Secada, Paola Valero

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Mendeley demographics

Mendeley demographics

The data shown below were compiled from readership statistics for 133 Mendeley readers of this research output. Click here to see the associated Mendeley record.
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Geographical breakdown

Country Count As %
United States 2 2%
Spain 1 <1%
Colombia 1 <1%
Unknown 129 97%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 36 27%
Student > Doctoral Student 15 11%
Student > Master 14 11%
Professor 12 9%
Researcher 9 7%
Other 21 16%
Unknown 26 20%
Readers by discipline Count As %
Social Sciences 64 48%
Mathematics 23 17%
Psychology 4 3%
Arts and Humanities 3 2%
Agricultural and Biological Sciences 3 2%
Other 6 5%
Unknown 30 23%