Towards Gender Equity in Mathematics Education: An ICMI Study / Edition 1

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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.

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Editorial Reviews

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. by Book News, Inc., Portland, Or.
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Product Details

  • ISBN-13: 9780792339212
  • Publisher: Springer Netherlands
  • Publication date: 2/29/1996
  • Series: New ICMI Study Series, #3
  • Edition description: 2002
  • Edition number: 1
  • Pages: 305
  • Product dimensions: 9.21 (w) x 6.14 (h) x 0.81 (d)

Table of Contents

Preface; U.M. Franklin. Introduction; G. Hanna. Part One: General Issues. Mathematics, Gender, and Research; E. Fennema. Gender and Mathematics: Mythology and Misogyny; M. Gray. Gender Equity: A Reappraisal; G.C. Leder. Symbolic Interactionism and Ethnomethodology as a Theoretical Framework for the Research on Gender and Mathematics; H. Jungwirth. Curriculum and Assessment: Hitting Girls Twice; S.D. Forbes. Mathematics and Gender: Some Cross-Cultural Observations; A. Hibner Koblitz. Part Two: Cross-Cultural Perspectives. Women's Participation in Mathematics Education in Sweden; B. Grevholm. Gender and Mathematics Education in Norway; K. Hag. Gender and Mathematics Education in Denmark; B. Branner, et al. Gender and Mathematics Education in Finland; L.M. Finne. Gender and Mathematics Education: A German View; C. Niederdrenk-Felgner. Is Gender a Relevant Variable for Mathematics Education? The French Case. J. Adda. Women's Know-How and Authority: Italian Women and Mathematics; R.M. Spitaleri. Gender and Mathematics in England and Wales; T. Smart. Gender and Mathematics in the Context of Australian Education; J.M. Gaffney, J. Gill. Mathematics, Women, and Education in New Zealand; M. Clark. Gender and Mathematics Education: A Snapshot of China; Rui Fen Tang, et al. Gender and Mathematics in Mexico; C. Bosch, M. Trigueros. Female Participation in the Study of Mathematics: The US Situation; S.F. Chipman. Index.

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