ISBN-13: 9789400728127 / Angielski / Twarda / 2011 / 270 str.
ISBN-13: 9789400728127 / Angielski / Twarda / 2011 / 270 str.
This book explores the connection between the ways people speak in mathematics classrooms and their opportunities to learn mathematics. The words spoken, heard, written and read in mathematics classrooms shape students sense of what mathematics is and of what people can do with mathematics. The authors employ multiple perspectives to consider the means for transformative action with respect to increasing opportunities for traditionally marginalized students to form mathematical identities that resonate with their cultural, social, linguistic, and political beings."
This book covers the discourse and equity in mathematics education research. Given the inherent connection between discourse and equity, this book focuses on two approaches to the connection. Contributors consider 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. Contributors also consider 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 in the ways they perceive and design classroom discourse practices.