This book discusses ways in which social, mathematical, cultural and political aspects of classroom interaction affect students' opportunities to participate in discourse that provides access to resources. Covers educator perceptions and practices on diversity.
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.
Inhaltsverzeichnis
Preface. - Foreword: Discourse and equity: the simultaneous challenge of epistemological and social access: Jill Adler. - 1. Inherent connections between discourse and equity in mathematics classrooms: David Wagner, Beth Herbel-Eisenmann and Jeffrey Choppin. - Part A: Equity Concerns Draw Attention to Discourse. - 2. Context matters: how should we conceptualize equity in mathematics education? : Rochelle Gutiérrez . - 3. Exploring scholastic mortality among working-class and Indigenous students : Robyn Jorgensen . - 4. Mathematics learning in groups: analysing equity within an activity structure: Indigo Esmonde. - 5. Aiming for equity in ethnomathematics research: David Wagner and Lisa Lunney Borden. - 6. How equity concerns lead to attention to mathematical discourse: Judit Moschkovich. - Part B: Attention to Discourse Highlights Equity Concerns. - 7. Linguistic tools for exploring issues of equity: Mary Schleppegrell. - 8. Mathematics in multilingual classrooms in South Africa: from understanding the problem to exploring possible solutions: Mamokgethi Setati. - 9. Discursive demands and equity in second language mathematics classrooms: Richard Barwell. - 10. A discourse of telling and professional equity: Beth Herbel-Eisenmann. - 11. Studying discourse implies studying equity: Candia Morgan. - Part C: Implications and Policy. - 12. Equity, mathematics reform and policy: the dilemma of `opportunity to learn : Donna Harris and Celia Anderson. - 13. Educational policy and classroom discourse practices: tensions and possibilities: Jeffrey Choppin, David Wagner and Beth Herbel-Eisenmann. - Afterword: Six Post-its in Search of an Author: David Pimm. - References. - Contributing Authors. - Index.
