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Towards Gender Equity in Mathematics Education

An ICMI Study

  • Book
  • © 2002

Overview

Editors:
  1. Gila Hanna

    1. OISE, Toronto, Canada

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Part of the book series: New ICMI Study Series (NISS, volume 3)

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Table of contents (20 chapters)

  1. Front Matter

    Pages i-xii
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  2. Introduction: Towards Gender Equity in Mathematics Education

    1. Introduction: Towards Gender Equity in Mathematics Education

      • Gila Hanna
      Pages 1-7

  4. Cross-Cultural Perspectives

    1. Women’s Participation in Mathematics Education in Sweden

      • Barbro Grevholm
      Pages 111-124

    2. Gender and Mathematics Education in Norway

      • Kari Hag
      Pages 125-137

    3. Gender and Mathematics Education in Denmark

      • Bodil Branner, Lisbeth Fajstrup, Hanne Kock
      Pages 139-153

    4. Gender and Mathematics Education in Finland

      • Lena M. Finne
      Pages 155-178

    5. Gender and Mathematics Education: A German View

      • Cornelia Niederdrenk-Felgner
      Pages 179-195

    6. Is Gender a Relevant Variable for Mathematics Education? The French Case

      • Josette Adda
      Pages 197-203

    7. Women’s Know-How and Authority: Italian Women and Mathematics

      • Rosa Maria Spitaleri
      Pages 205-213

    8. Gender and Mathematics in England and Wales

      • Teresa Smart
      Pages 215-236

    9. Gender and Mathematics in The Context of Australian Education

      • Janice M. Gaffney, Judith Gill
      Pages 237-255

    10. Mathematics, Women, and Education in New Zealand

      • Megan Clark
      Pages 257-270

    11. Gender and Mathematics Education: A Snapshot of China

      • Rui Fen Tang, Qi Ming Zheng, Shen Quan Wu
      Pages 271-276

    12. Gender and Mathematics in Mexico

      • Carlos Bosch, Maria Trigueros
      Pages 277-284
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Keywords

About this book

THE REAL WORLD OF MATHEMATICS, SCIENCE, AND TECHNOLOGY EDUCATION In this Preface, I would like to focus on what I mean by “education” and speak about the models and metaphors that are used when people talk, write, and act in the domain of education. We need to look at the assu- tions and processes that the models and metaphors implicitly and explicitly contain. I feel we should explore whether there is a specific thrust to mat- matics education in the here and now, and be very practical about it. For me education is the enhancement of knowledge and understanding, and there is a strong and unbreakable link between the two. There seems l- tle point in acquiring knowledge without understanding its meaning. Nor is it enough to gain a deep understanding of problems without gaining the appropriate knowledge to work for their solution. Thus knowledge and understanding are each necessary conditions for the process of education, but only when they are linked will the process bear fruit. Only in the b- anced interplay of knowledge and understanding can we expect to achieve genuine education.

Editors and Affiliations

  • OISE, Toronto, Canada

    Gila Hanna

Bibliographic Information

  • Book Title: Towards Gender Equity in Mathematics Education

  • Book Subtitle: An ICMI Study

  • Editors: Gila Hanna

  • Series Title: New ICMI Study Series

  • DOI: https://doi.org/10.1007/0-306-47205-8

  • Publisher: Springer Dordrecht

  • eBook Packages: Springer Book Archive

  • Copyright Information: Springer Science+Business Media B.V. 2002

  • Hardcover ISBN: 978-0-7923-3921-2Published: 29 February 1996

  • Softcover ISBN: 978-0-7923-3922-9Published: 29 February 1996

  • eBook ISBN: 978-0-306-47205-3Published: 11 April 2006

  • Series ISSN: 1387-6872

  • Series E-ISSN: 2215-1745

  • Edition Number: 1

  • Number of Pages: XII, 305

  • Topics: Mathematics Education, International and Comparative Education

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