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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 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.
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