Mapping Equity and Quality in Mathematics Education

1. Front Matter

   Pages 1-1

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2. The Theoretical Landscape

   1. Front Matter

      Pages 1-1

      PDF

   2. Disrupting ‘Development’ as the Quality/Equity Discourse: Cyborgs and Subalterns in School Technoscience

      • Anna Chronaki

      Pages 3-19

   3. Beyond Gap Gazing: How Can Thinking About Education Comprehensively Help Us (Re)envision Mathematics Education?

      • Rochelle Gutiérrez, Ezekiel Dixon-Román

      Pages 21-34

   4. Beyond Disavowing the Politics of Equity and Quality in Mathematics Education

      • Alexandre Pais, Paola Valero

      Pages 35-48

   5. Does Every Child Count? Quality, Equity and Mathematics with/in Neoliberalism

      • Anna Llewellyn, Heather Mendick

      Pages 49-62

   6. Quality and Equity in Mathematics Education as Ethical Issues

      • Bill Atweh

      Pages 63-75

   7. Ghettoes in the Classroom and the Construction of Possibilities

      • Miriam Godoy Penteado, Ole Skovsmose

      Pages 77-90

   8. Identity as the Cornerstone of Quality and Equitable Mathematical Experiences

      • Margaret Walshaw

      Pages 91-104

   9. A Framework for Evaluating Quality and Equity in Post-Compulsory Mathematics Education

      • Gail E. FitzSimons

      Pages 105-121

   10. The Theoretical Landscape

       • Walter G. Secada

       Pages 123-127

3. Mapping Social Constructions and Complexities

   1. Front Matter

      Pages 129-129

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   2. Equity in Quality Mathematics Education: A Global Perspective

      • Murad Jurdak

      Pages 131-144

   3. 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

      • Mack C. Shelley, Wenyu Su

      Pages 145-161

   4. Equity and Quality Issues in Mathematics Education in Malawi Schools

      • Mercy Kazima, Chikondano Mussa

      Pages 163-176

   5. Looking for Equity in Policy Recommendations for Instructional Quality

      • Enakshi Bose, Janine Remillard

      Pages 177-190

   6. Whose ‘Quality’ and ‘Equity’? The Case of Reforming 14–16 Mathematics Education in England

      • Andy Noyes

      Pages 191-204

   7. Equity and Quality of Mathematics Education: Research and Media Portrayals

      • Helen J. Forgasz, Gilah C. Leder

      Pages 205-222

   8. Equity Concerns About Mathematical Modelling

      • Eva Jablonka, Uwe Gellert

      Pages 223-236

   9. Equity and the Quality of the Language Used in Mathematics Education

      • Marcus Schütte, Gabriele Kaiser

      Pages 237-251

Concerns about quality mathematics education are often posed in terms of the types of mathematics that are worthwhile and valuable for both the student and society in general, and about how to best support students so that they can develop this mathematics. Concerns about equity are about who is excluded from the opportunity to develop quality mathematics within our current practices and systems, and about how to remove social barriers that systematically disadvantage those students. This collection of chapters summarises our learning about the achievement of both equity and quality agendas in mathematics education and to move forward the debate on their importance for the field.

• Equity
• Equity Pedagogy
• Ethics Education
• Quality Mathematics Education

From the reviews:

“The editors have produced an extraordinary volume, speaking about equity and quality across a range of voices and issues within the landscape of mathematics education. … this is an extraordinary book. It is a book that should be recommended as a resource for a range of pertinent educational and policy-linked purposes across the globe. It is a collection which promises to be on so high a demand that university librarians will not hesitate to reserve it on ‘short-day loan’ shelves!” (Willy Mwakapenda, The International Journal on Mathematics Education, Vol. 44, 2012)

• Curtin University of Technology, Perth, Australia

  Bill Atweh

• University of the Witwatersrand, Witwatersrand, South Africa

  Mellony Graven

• College of Arts and Science, University, Miami, USA

  Walter Secada

• Dept. Education, Learning &, Philosophy, Aalborg University, Aalborg, Denmark

  Paola Valero

Policies and ethics