基本説明
Considers 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.
Full Description
Discourse practices warrant the attention of mathematics educators because discourse is the primary medium of education. Evidence about one's hopes or expectations can be found in discourse practice whether the goal is performance in mathematical procedures, creativity in problem solving, or a classroom environment that uses the diversity of voices as a resource. Language, through implicit and explicit action, is the medium of mathematical development and the medium through which equity and inequities are structured and sustained. Given this inherent connection between discourse and equity, this book focuses on: a) 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; and b) 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.
Contents
Introduction.- 1. Inherent connections between discourse and equity in mathematics classrooms.- Section 1: Equity Concerns Drawing Attention to Discourse.- 2. How should we conceptualize equity in mathematics education research?.- 3. Intersections of local mathematical knowledge and school academic traditions.- 4. Mathematics learning in groups: Analyzing equity.- 5. Aiming for equity in mathematics education research amongst marginalized communities.- 6. From equity to discourse.-Section 2: Attention to Discourse Highlighting Equity Concerns.- 7. Linguistic perspectives on equity.- 8. Mathematics in multilingual classrooms: From understanding the problem to exploring solutions.- 9. Discursive demands and equity amongst second language learners of mathematics.- 10.discourse of telling and professional equity.- 11. Responding to perspectives on equity in mathematics learning discourses.- Section 3: Implications and Policy.- 12. Equity, mathematics reform, and policy: The dilemma of opportunity to learn.- 13. Conversations about policy and other implications of equitable discourse research.- Closure.- 14. Reflections on equitable discourse in studies of discourse and equity.
