Download Equity In Mathematics Education: Influences Of Feminism And by Gabriele Kaiser, Pat Rogers PDF

By Gabriele Kaiser, Pat Rogers

This article offers a severe assessment of present wondering fairness concerns within the instructing and studying of arithmetic. Grounded in feminist theories of curriculum switch and a huge diversity of cultural views, the recent techniques defined the following transcend "special programmes" and "experimental remedies" designed to right perceived difficulties and deficits. as an alternative they determine how enhanced tutorial practices and a fuller knowing of the character of the mathematical firm can conquer the systemic hindrances that experience thwarted women's participation during this vital field.; This e-book will attract all those people who are drawn to the mathematical schooling of girls, together with academics, mom and dad, directors and researchers.

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C. S. (1989) ‘Gender, mathematics, and science’, Educational Researcher, 18, pp. 17–27. MORROW, C. (1991, April) ‘A description of SummerMath, a process-oriented mathematics learning community, and resulting student attitudes toward mathematics’, Paper presented to the National Council of Teachers of Mathematics, New Orleans, LA. MORROW, C. and MORROW, J. (1991, October) The SummerMath Program for Minority Girls and Teachers, Annual Report, National Aeronautics and Space Administration Project.

Furthermore, analysis of data by racial category has shown that SummerMath has been effective for students of colour as well as white students, both in goals achieved during the summer and in positive attitude changes. In such a strong, female-student community, intellectual and social components of friendships are strongly linked. Women don’t have to live up to the expectations they believe males have of them. In SummerMath classrooms, there is an atmosphere of trust, cooperation, and support where women’s voices are always heard, respected, and responded to.

75). Laura wrote passionately about the fact that mathematics did not ‘connect’ to any part of her life nor to any knowledge already within her grasp. I needed to know why…we were learning mathematics… More often than not I found math to be illogical and useless; what was the point of learning about a right-angled triangle? Was I going to bump into one while walking my dog down the street? Once the participants realized that they could ‘read’ mathematics and began to feel slightly more comfortable with geometric concepts, their attitudes changed and they wrote positively about their new understandings.

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