Mapping Equity and Quality in Mathematics Education

Contributors

Dedication

Preface

Part 1
The Theoretical Landscape

Chapter 1.1
Disrupting Development as the Quality / Equity Discourse: Cyborgs and Subalterns in School Technoscience
Anna Chronaki

Chapter 1.2
Beyond Gap Gazing: How can Thinking about Education Comprehensively Help Us Re(envision) Mathematics Education?
Rochelle Gutierrez and Ezekiel Dixon –Roman

Chapter 1.3.
Beyond Disavowing the Politics of Equity and Quality in Mathematics Education
Alexandre Pais and Paola Valero

Chapter 1.4.
Does Every Child Count? Quality, Equity and Mathematics within Neoliberalism
Anna Llewellyn and Heather Mendick

Chapter 1.5
Quality and Equity in Mathematics Education as Ethical Issues
Bill Atweh

Chapter 1.6
Ghettoes in the Classroom and the Construction of Possibilities
Ole Skovsmose and Miriam Godoy Penteado

Chapter 1.7
Identity as the Cornerstone of Quality and Equitable Mathematical Experiences
Margaret Walshaw

Chapter 1.8
A Framework for Evaluating Quality and Equity in Post-Compulsory Mathematics Education
Gail E. FitzSimons

Chapter 1.9
Editor’s Reaction
The Theoretical Landscape
Walter G. Secada, University of Miami (editors reaction)

Part 2
Mapping Social Construction and Complexities

Chapter 2.1
Equity in Quality Mathematics Education: A Global Perspective
Murad Jurdak

Chapter 2.10
How Many Sides Does a Box Have? The Struggle to Respect Young People’s Thinking
Julian Weisglass

Chapter 2.11
‘Sometimes I think Wow I’m doing Further Mathematics…’: Balancing Tensions Between Aspiring and Belonging
Cathy Smith

Chapter 2.12
Editor’s Reaction
Mapping Social Constructions and Complexities
Paola Valero

Chapter 2.2
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 and Wenyu Su

Chapter 2.3.
Equity and Quality Issues in Mathematics Education in Malawi schools
Mercy Kazima and Ch. Mussa

Chapter 2.4
Looking for Equity in Policy Recommendations for Instructional Quality
Enakshi Bose and J. Remillard

Chapter 2.5
Whose ‘Quality’ and ‘Equity’? The Case of Reforming 14-16 Mathematics Education in England
Andy Noyes

Chapter 2.6
Equity and Quality of Mathematics Education: Research and Media Portrayals
Helen J. Forgasz and Gilah C. Leder

Chapter 2.7
Equity Concerns About Mathematical Modelling
Eva Jablonka and Uwe Gellert

Chapter 2.8
Equity and the Quality of the Language used in Mathematics Education
Marcus Schütte, Gabriele Kaiser

Chapter 2.9
Foundational Mathematics: A Neglected Opportunity
Jennifer S. McCray and Jie-Qi Chen

Part 3
Landmarks of Concern

Chapter 3.1
Students with ‘Special Rights’ for Mathematics Education
Ann Gervasoni and Lena Lindenskov

Chapter 3.10.
What Does Quality Mean in the Context of White Institutional Space?
Danny Bernard Martin

Chapter 3.11
Part III
Editor’s Reaction
Landmarks of Concern
Mellony Graven

Chapter 3.2.
Females in Mathematics: Still on the Road to Parity
Lynda R. Wiest

Chapter 3.3.
Quality and Equity in Mathematics Education: A Swedish Perspective
Inger Wistedt & Manya Raman Sundström

Chapter 3.4.
Equity Issues Concerning Gifted Children in Mathematics: A Perspective From Mexico
Asuman Oktaç and Solange Roa Fuentes and Marco Antonio Rodríguez Andrade

Chapter 3.5.
Enhancing Quality and Equity in Mathematics Education for Australian Indigenous Students
Sharon Cooke, Peter Howard, Kevin Lowe and Bob Perry

Chapter 3.6.
Qualities of Respectful Positioning and their Connections to Quality Mathematics
Lisa Lunney Borden and David

Chapter 3.7
The Effects of Poverty and Language on Mathematics Achievement
for English Language Learners
Clara Lee Brown and Jo Ann Cady and Cheryl A. Lubinski

Chapter 3.8.
Toward a Framework of Principles for Ensuring Effective Mathematics Instruction for Bilingual Learners through Curricula
Kathleen Pitvorec, Craig Willey and Lena Khisty

Chapter 3.9
Reconceptualizing Quality and Equity
Roni Ellington and Glenda Prime

Part 4
No Highway and No Destination?

Chapter 4.1
The CERME Spirit: Issues of Quality and Inclusion in an Innovative Conference Style
Barbara Jaworski and Joao Pedro da Ponte

Chapter 4.10
Children’s Numerical Thinking in the Early School Grades and How to Foster and Understand its Development
Álvaro Buenrostro and Olimpia Figueras

Chapter 4.11
Part IV
Editor’s Reaction
No Highway and No Destination?
Bill Atweh

Chapter 4.2
Productive Pedagogies in the Mathematics Classroom: Case Studies of Quality and Equity
Martin Mills and Merrilyn Goos

Chapter 4.3.
Mathematical Literacy in South Africa: Increasing Access and Quality in Learners’ Mathematical Participation Both in and Beyond the Classroom
Mellony Graven and Esme Buytenhuys

Chapter 4.4.
Together-and-APart for Quality and Equity
In Mathematics Education
Liora Linchevski, Bilha Kutscher and Alwyn Olivier

Chapter 4.5.
Research from Practice: Using Technology to Provide Advanced Mathematics and Equity to High School Students in the United States
Benjamin Hedrick and Douglas Edwards

Chapter 4.6.
Parents And Teachers Collaborate To Achieve Equity And Quality In Mathematics: A Case Study
Virginia R. Nelson

Chapter 4.7.
Critical Mathematics in a Secondary Setting: Promise and Problems
Andrew Brantlinger

Chapter 4.8.
Mathematics Education: What is the Point?
Laura J. Jacobsen and Jean Mistele

Chapter 4.9.
Equity and Quality in a Mathematics Program for Under-Represented Students at an Elite Public University
Vilma Mesa and Robert Megginson