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This book presents a research focus on diversity and inclusivity in
mathematics education. The challenge of diversity, largely in terms
of student profiles or contextual features, is endemic in
mathematics education, and is often argued to require
differentiation as a response. Typically different curricula, text
materials, task structures or pedagogies are favoured responses,
but huge differences in achievement still result. If we in
mathematics education seek to challenge that status quo, more
research must be focussed not just on diversity but also on the
inclusivity, of practices in mathematics education. The book is
written by a group of experienced collaborating researchers who
share this focus. It is written for researchers, research students,
teachers and in-service professionals, who recognise both the
challenges but also the opportunities of creating and evaluating
new inclusive approaches to curriculum and pedagogy - ones that
take for granted the positive values of diversity. Several chapters
report new research in this direction. The authors are part of, or
have visited with, the mathematics education staff of the Faculty
of Education at Monash University, in Melbourne, Australia. The
chapters all focus on the ideas of development in both research and
practice, recognising that the current need is for new inclusive
approaches. The studies presented are set in different contexts,
including Australia, China, the United States, and Singapore.
This book discusses mathematics learners in transition and their
practices in different contexts; the institutional and
socio-cultural framing of the transition processes involved; and
the communication and negotiation of mathematical meanings during
transition. Providing both empirical studies and significant
theoretical reflections, it will appeal to researchers and
postgraduate students in mathematics education, cultural
psychology, multicultural education, immigrant and indigenous
education.
In the first BACOMET volume different perspectives on issues
concerning teacher education in mathematics were presented (B.
Christiansen, A. G. Howson and M. Otte, Perspectives on Mathematics
Education, Reidel, Dordrecht, 1986). Underlying all of them was the
fundamental problem area of the relationships between mathematical
knowledge and the teaching and learning processes. The subsequent
project BACOMET 2, whose outcomes are presented in this book,
continued this work, especially by focusing on the genesis of
mathematical knowledge in the classroom. The book developed over
the period 1985-9 through several meetings, much discussion and
considerable writing and redrafting. Our major concern was to try
to analyse what we considered to be the most significant aspects of
the relationships in order to enable mathematics educators to be
better able to handle the kinds of complex issues facing all
mathematics educators as we approach the end of the twentieth
century. With access to mathematics education widening all the
time, with a multi tude of new materials and resources being
available each year, with complex cultural and social interactions
creating a fluctuating context of education, with all manner of
technology becoming more and more significant, and with both
informal education (through media of different kinds) and non
formal education (courses of training etc. ) growing apace, the
nature of formal mathematical education is increasingly needing
analysis."
The four sections in this Third International Handbook are
concerned with: (a) social, political and cultural dimensions in
mathematics education; (b) mathematics education as a field of
study; (c) technology in the mathematics curriculum; and (d)
international perspectives on mathematics education. These themes
are taken up by 84 internationally-recognized scholars, based in 26
different nations. Each of section is structured on the basis of
past, present and future aspects. The first chapter in a section
provides historical perspectives ( How did we get to where we are
now? ); the middle chapters in a section analyze present-day key
issues and themes ( Where are we now, and what recent events have
been especially significant? ); and the final chapter in a section
reflects on policy matters ( Where are we going, and what should we
do? ). Readership: Teachers, mathematics educators, ed.policy
makers, mathematicians, graduate students, undergraduate students.
Large set of authoritative, international authors. "
Mathematics education is one of the most publicized and contested
fields of endeavour in the area of education more generally. The
entrails of international comparative mathematics achievement
surveys are pored over by the media, politicians and educators
alike; and, while for the last fifty years at least it has been
assumed by most everyone in modern societies that mathematics
should be a compulsory subject in all schools, parents and scholars
alike argue furiously about whether traditional teaching and rote
practising of mathematical skills is better or worse for pupils
than conceptual teaching based on children's own constructed ideas.
University mathematics professors tend either to deplore the
dropping of standards in their students, and thus the dropping of
standards in teachers, or heartily embrace the new learning
techniques made possible through careful use of the new
technologies. As academic thinking about and around mathematics
education continues to flourish and develop, this new title in the
Routledge series, Major Themes in Education, meets the need for an
authoritative reference work to make sense of the subject's vast
literature and the continuing explosion in research output. Edited
by Alan Bishop, a prominent scholar in the field, this Routledge
Major Work is a four-volume collection of foundational and
cutting-edge contributions that cover all of the major themes in
mathematics education. The first of the four volumes ('Mathematics,
Mathematics Education, and the Curriculum') brings together key
work on the goals of mathematics education, as well as vital
material on the relationship of the curriculum with numeracy,
assessment, technology, and the place of marginalized students. The
second volume ('Mathematics Teaching and Teachers') gathers the
most important thinking on topics such as pedagogical practices;
mathematics teachers' beliefs, attitudes, and values; professional
development; teacher education; and teachers as researchers. The
third volume covers the central theories of 'Mathematics Learning
and Learners'. The final volume in the collection ('The Contexts of
Mathematics Education') gathers vital material from the rich body
of literature that explores the social, cultural and political
contexts in which mathematics education sits. With comprehensive
introductions to each volume, newly written by the editor, which
place the collected material in its historical and intellectual
context, this Routledge Major Work is an essential work of
reference. It is destined to be valued by specialists in
mathematics education and scholars working in related areas-as well
as by educational policy-makers and professionals-as a vital
one-stop research tool.
This book presents a research focus on diversity and inclusivity in
mathematics education. The challenge of diversity, largely in terms
of student profiles or contextual features, is endemic in
mathematics education, and is often argued to require
differentiation as a response. Typically different curricula, text
materials, task structures or pedagogies are favoured responses,
but huge differences in achievement still result. If we in
mathematics education seek to challenge that status quo, more
research must be focussed not just on diversity but also on the
inclusivity, of practices in mathematics education. The book
is written by a group of experienced collaborating researchers who
share this focus. It is written for researchers, research students,
teachers and in-service professionals, who recognise both the
challenges but also the opportunities of creating and evaluating
new inclusive approaches to curriculum and pedagogy â ones that
take for granted the positive values of diversity. Several chapters
report new research in this direction. The authors are part of, or
have visited with, the mathematics education staff of the Faculty
of Education at Monash University, in Melbourne, Australia. The
chapters all focus on the ideas of development in both research and
practice, recognising that the current need is for new inclusive
approaches. The studies presented are set in different contexts,
including Australia, China, the United States, and Singapore.
The four sections in this Third International Handbook are
concerned with: (a) social, political and cultural dimensions in
mathematics education; (b) mathematics education as a field of
study; (c) technology in the mathematics curriculum; and (d)
international perspectives on mathematics education. These themes
are taken up by 84 internationally-recognized scholars, based in 26
different nations. Each of section is structured on the basis of
past, present and future aspects. The first chapter in a section
provides historical perspectives ("How did we get to where we are
now?"); the middle chapters in a section analyze present-day key
issues and themes ("Where are we now, and what recent events have
been especially significant?"); and the final chapter in a section
reflects on policy matters ("Where are we going, and what should we
do?"). Readership: Teachers, mathematics educators, ed.policy
makers, mathematicians, graduate students, undergraduate students.
Large set of authoritative, international authors.
ALAN 1. BISHOP The first International Handbook on Mathematics
Education was published by Kluwer Academic Publishers in 1996.
However, most of the writing for that handbook was done in 1995 and
generally reflected the main research and development foci prior to
1994. There were four sections, 36 chapters, and some 150 people
contributed to the final volume either as author, reviewer, editor,
or critical friend. The task was a monumental one, attempting to
cover the major research and practice developments in the
international field of mathematics education as it appeared to the
contributors in 1995. Inevitably there were certain omissions, some
developments were only starting to emerge, and some literatures
were only sketchy and speculative. However that Handbook has had to
be reprinted three times, so it clearly fulfilled a need and I
personally hope that it lived up to what I wrote in its
Introduction: The Handbook thus attempts not merely to present a
description of the international 'state-of-the-field', but also to
offer synthetic and reflective overviews on the different
directions being taken by the field, on the gaps existing in our
present knowledge, on the current problems being faced, and on the
future possibilities for development. (Bishop et aI. , 1996) Since
that time there has been even more activity in our field, and now
seems a good time to take stock again, to reflect on what has
happened since 1995, and to create a second Handbook with the same
overall goals.
Many macroscopic properties of materials are determined primarily
by inhomogeneous structures and textures. These intermediate-scale
structures often arise from competing interactions operating on
different length scales within the material. Our understanding of
such phenomena has increased substantially with the identification
and theoretical description of solid-state materials with
incommensurate and long-period modulated phases, such as
ferroelectrics, charge-density-wave compounds, epitaxial layers and
polytypes. Experimental diagnosis of inhomogeneous ground states
and metastable phases has advanced so far that these are now
well-accepted phenomena. These proceedings bring together the work
of physicists and materials scientists to review developments in
this area and to examine possible future directions, such as how
the microscopic understanding emerging in bench-top solid-state
systems can be applied in materials science.
This book discusses mathematics learners in transition and their
practices in different contexts; the institutional and
socio-cultural framing of the transition processes involved; and
the communication and negotiation of mathematical meanings during
transition. Providing both empirical studies and significant
theoretical reflections, it will appeal to researchers and
postgraduate students in mathematics education, cultural
psychology, multicultural education, immigrant and indigenous
education.
Mathematics is in the unenviable position of being simultaneously
one of the most important school subjects for today's children to
study and one of the least well understood. Its reputation is
awe-inspiring. Everybody knows how important it is and everybody
knows that they have to study it. But few people feel comfortable
with it; so much so that it is socially quite acceptable in many
countries to confess ignorance about it, to brag about one's
incompe tence at doing it, and even to claim that one is
mathophobic So are teachers around the world being apparently legal
sadists by inflicting mental pain on their charges? Or is it that
their pupils are all masochists, enjoying the thrill of
self-inflicted mental torture? More seriously, do we really know
what the reasons are for the mathematical activity which goes on in
schools? Do we really have confidence in our criteria for judging
what's important and what isn't? Do we really know what we should
be doing? These basic questions become even more important when
considered in the context of two growing problem areas. The first
is a concern felt in many countries about the direction which
mathematics education should take in the face of the increasing
presence of computers and calculator-related technol ogy in
society."
In the first BACOMET volume different perspectives on issues
concerning teacher education in mathematics were presented (B.
Christiansen, A. G. Howson and M. Otte, Perspectives on Mathematics
Education, Reidel, Dordrecht, 1986). Underlying all of them was the
fundamental problem area of the relationships between mathematical
knowledge and the teaching and learning processes. The subsequent
project BACOMET 2, whose outcomes are presented in this book,
continued this work, especially by focusing on the genesis of
mathematical knowledge in the classroom. The book developed over
the period 1985-9 through several meetings, much discussion and
considerable writing and redrafting. Our major concern was to try
to analyse what we considered to be the most significant aspects of
the relationships in order to enable mathematics educators to be
better able to handle the kinds of complex issues facing all
mathematics educators as we approach the end of the twentieth
century. With access to mathematics education widening all the
time, with a multi tude of new materials and resources being
available each year, with complex cultural and social interactions
creating a fluctuating context of education, with all manner of
technology becoming more and more significant, and with both
informal education (through media of different kinds) and non
formal education (courses of training etc. ) growing apace, the
nature of formal mathematical education is increasingly needing
analysis."
Set against the backdrop of Boston, Laws, Lies and Lawyers by Alan
Bishop tells the story of two lifelong friends who find themselves
on opposite sides of the law. While one is determined to be a
lawyer and help people, the other turns to an easier, more
lucrative life in organized crime. But one incredible event
suddenly blurs the lines, making the question, "Who's side are you
on?" more provocative than ever. Beautifully written, and filled
with an immediate intensity, Laws, Lies and Lawyers is a
pitch-perfect look at the world of crime, from the Irish mob to the
Italian mafia. A thinking person's page-turner, Laws, Lies and
Lawyers will have you glued to your seat.
Nothing in the papers, not the most vivid and heart-rending
descriptions, have made me realise war like your letters' Vera
Brittain to Roland Leighton, 17 April 1915. This selection of
letters, written between 1913 & 1918, between Vera Brittain and
four young men - her fiance Roland Leighton, her brother Edward and
their close friends Victor Richardson & Geoffrey Thurlow
present a remarkable and profoundly moving portrait of five young
people caught up in the cataclysm of total war. Roland,
'Monseigneur', is the 'leader' & his letters most clearly trace
the path leading from idealism to disillusionment. Edward, '
Immaculate of the Trenches', was orderly & controlled, down
even to his attire. Geoffrey, the 'non-militarist at heart' had not
rushed to enlist but put aside his objections to the war for
patriotism's sake. Victor on the other hand, possessed a very sweet
character and was known as 'Father Confessor'. An important
historical testimony telling a powerful story of idealism,
disillusionment and personal tragedy.
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