|
|
||
![]() |
||
| HELP | ||
|
$199.95
New Hardcover
Ships in 1 to 3 days
available for shipping or prepaid pickup only
Available for In-store Pickup
in 7 to 12 days
This title in other formats:Towards gender equity in mathematics education :an ICMI studyby G. Hanna
Synopses & ReviewsPublisher Comments:The present volume consists of original scholarly articles that develop further issues pertaining to gender equity in mathematics education. The premise - that there is no physical or intellectual barrier to the participation of women in mathematics, science, and technology - provides the starting point for analyses and discussion. The authors explore the attitudinal and societal/structural reasons for the gender imbalance in these fields and look at foci for change, including curriculum and assessment practices, classroom and school cultures, and teacher education programs. A major part of the book comprises a series of detailed descriptive studies of education systems across the world from the perspective of mathematics and gender equity issues. Book News Annotation:A collection of 19 solicited scholarly articles developing issues
regarding gender equity in mathematics education. The volume was
seeded by the International Commission on Mathematical Instruction
and bases itself on the premise that there is no physical or
intellectual barrier to women's participation in mathematics,
science, and technology. The international group of contributors
starts from that point and analyzes the attitudes and societal
structures that promote gender imbalance in mathematics and science,
suggesting points of change in curriculum and assessment practices,
classroom cultures, and teacher education programs. 13 of the
discussions are case studies of education systems spanning the globe
from Europe, the US, Australia, Mexico, and China. Lacks an index.
Annotation c. Book News, Inc., Portland, OR (booknews.com) What Our Readers Are SayingBe the first to add a comment for a chance to win!Product Details
Related Aisles | |||||||||
|
| ||||||||||
|
|
||||||||||