ABSTRACT

This volume--the first to bring together research on sociocultural aspects of mathematics education--presents contemporary and international perspectives on social justice and equity issues that impact mathematics education. In particular, it highlights the importance of three interacting and powerful factors--gender, social, and cultural dimensions. Sociocultural Research on Mathematics Education: An International Perspective is distinguished in several ways:

* It is research based. Chapters report on significant research projects; present a comprehensive and critical summary of the research findings; and offer a critical discussion of research methods and theoretical perspectives undertaken in the area.
* It is future oriented, presenting recommendations for practice and policy and identifying areas for further research.
* It deals with all aspects of formal and informal mathematics education and applications and all levels of formal schooling.

As the context of mathematics education rapidly changes-- with an increased demand for mathematically literate citizenship; an increased awareness of issues of equity, inclusivity, and accountability; and increased efforts for globalization of curriculum development and research-- questions are being raised more than ever before about the problems of teaching and learning mathematics from a non-cognitive science perspective. This book contributes significantly to addressing such issues and answering such questions. It is especially relevant for researchers, graduate students, and policymakers in the field of mathematics education.

part I|73 pages

Psychological, Social, and Political Perspectives

chapter 2|18 pages

Mathematics Education in Late Modernity

Beyond Myths and Fragmentation

chapter 3|19 pages

Breaking Political Neutrality

The Critical Engagement of Mathematics Education With Democracy

part III|114 pages

Teachers, Students, and Classrooms

chapter 11|16 pages

Resourcing Practice and Equity

A Dual Challenge for Mathematics Education

chapter 12|15 pages

Mathematics, Social Class, and Linguistic Capital

An Analysis of Mathematics Classroom Interactions

part IV|68 pages

Numeracy and Everyday Mathematics

part V|87 pages

Recent Directions in Gender and Mathematics Education

chapter 20|20 pages

“A+ for Girls, B for Boys”

Changing Perspectives on Gender Equity and Mathematics

chapter 21|12 pages

Single-Gender Schooling in the Public Sector in California

Promise and Practice

chapter 22|14 pages

Fables

The Tortoise? The Hare? The Mathematically Underachieving Male? 1

chapter 23|17 pages

Girls, Mathematics, and Technology

chapter 24|21 pages

Creating a Connected, Equitable Mathematics Classroom

Facilitating Gender Equity