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Titlebook: Diversity in Mathematics Education; Towards Inclusive Pr Alan Bishop,Hazel Tan,Tasos N Barkatsas Book 2015 Springer International Publishin

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發(fā)表于 2025-3-21 19:11:02 | 只看該作者 |倒序?yàn)g覽 |閱讀模式
書(shū)目名稱Diversity in Mathematics Education
副標(biāo)題Towards Inclusive Pr
編輯Alan Bishop,Hazel Tan,Tasos N Barkatsas
視頻videohttp://file.papertrans.cn/283/282158/282158.mp4
概述Examines diversity in mathematics education, including methods to enhance inclusivity.Includes multi-national perspectives on diversity and inclusivity in math education.Delves into classroom practice
叢書(shū)名稱Mathematics Education Library
圖書(shū)封面Titlebook: Diversity in Mathematics Education; Towards Inclusive Pr Alan Bishop,Hazel Tan,Tasos N Barkatsas Book 2015 Springer International Publishin
描述.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 Melbo
出版日期Book 2015
關(guān)鍵詞Diversity as a Positive Resource; Gender and Technology; Geographical Location and Student Achievement
版次1
doihttps://doi.org/10.1007/978-3-319-05978-5
isbn_softcover978-3-319-38218-0
isbn_ebook978-3-319-05978-5Series ISSN 0924-4921 Series E-ISSN 2214-983X
issn_series 0924-4921
copyrightSpringer International Publishing Switzerland 2015
The information of publication is updating

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Impact of Geographical Location on Student Achievement: Unpacking the Complexity of DiversityAustralia is taken as a case study. Geographical diversity around mathematical achievement is explored by synthesizing the evidence currently available and outlining some of the key contributing factors. Possible ways for enhancing greater inclusivity in mathematics classrooms across location are pr
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Gender and Technology: A Case of Graphics Calculators in the Singaporean Mathematics Curriculum Contethods helped them learn how to solve mathematics problems using the GC revealed that there may be gendered responses towards students’ perceived instructional methods used by teachers. The chapter concludes with some questions raised about gender and technology in mathematics education in the light
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Maximising Opportunities in Mathematics for All Students: Addressing Within-School and Within-Class rted that suggest that ability grouping has minimal effect on learning outcomes overall but exacerbates inequality in outcomes. Yet it also seems that awareness of the potential threats in particular grouping practices helps to minimise those threats. Further, it is noted that all groups are mixed i
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Book 2015sive 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 Melbo
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Towards User-Centric Transport in Europe 3Australia is taken as a case study. Geographical diversity around mathematical achievement is explored by synthesizing the evidence currently available and outlining some of the key contributing factors. Possible ways for enhancing greater inclusivity in mathematics classrooms across location are pr
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