000 03546nam a22005775i 4500
001 978-3-319-29655-5
003 DE-He213
005 20190313085131.0
007 cr nn 008mamaa
008 160405s2016 gw | s |||| 0|eng d
020 _a9783319296555
_9978-3-319-29655-5
024 7 _a10.1007/978-3-319-29655-5
_2doi
050 4 _aLC8-6691
072 7 _aJNU
_2bicssc
072 7 _aPB
_2bicssc
072 7 _aEDU029010
_2bisacsh
082 0 4 _a370
_223
100 1 _aJurdak, Murad.
_eauthor.
245 1 0 _aSocial and Political Dimensions of Mathematics Education
_h[electronic resource] :
_bCurrent Thinking /
_cby Murad Jurdak, Renuka Vithal, Elizabeth de Freitas, Peter Gates, David Kollosche.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2016.
300 _aVIII, 37 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aICME-13 Topical Surveys,
_x2366-5947
506 0 _aOpen Access
520 _aThis book examines the current thinking on five critical social and political areas in mathematics education. It focuses on material conditions in teaching and learning, and details features of social life and their influence on mathematics teaching, learning and achievement. Following an introduction, the first section addresses equitable access and participation in quality mathematics education. It explores this issue in different contexts and from different ideological perspectives. The second section traces the emergence and development of the notion of activism in mathematics education in theory, in the literature, in research and in practice. The third section then moves on to explore current research on the political forces at work in identity, subjectivity and (dis)ability within mathematics education, showing how emphasis on language and discourse provides information for this research, and how new directions are being pursued to address the diverse material conditions that shape learning experiences in mathematics education. Economic factors behind mathematics achievement form the topic of section four, which examines the political dimensions of mathematics education through the influence of national and global economic structures. The final section addresses distribution of power and cultural regimes of truth, based on the premise that although often deemed apolitical, mathematics and mathematics education are highly political institutions in our society. The book concludes with a summary and recommendations for the future.
650 0 _aEducation.
650 0 _aEducational policy.
650 0 _aducation and state.
650 0 _aMathematics
_xStudy and teaching.
650 0 _aEducational sociology.
650 0 _aEducation and sociology.
650 0 _aSociology, Educational.
650 1 4 _aEducation.
650 2 4 _aMathematics Education.
650 2 4 _aSociology of Education.
650 2 4 _aEducational Policy and Politics.
700 1 _aVithal, Renuka.
_eauthor.
700 1 _ade Freitas, Elizabeth.
_eauthor.
700 1 _aGates, Peter.
_eauthor.
700 1 _aKollosche, David.
_eauthor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9783319296548
830 0 _aICME-13 Topical Surveys,
_x2366-5947
856 4 0 _uhttp://dx.doi.org/10.1007/978-3-319-29655-5
912 _aZDB-2-EDA
999 _c48373
_d48373