Univerzitní knihovna OU - Úplné zobrazení záznamu

Intro -- Main Topics You Can Find in This ICME-13 Topical Survey -- Contents -- 1 Introduction -- 2 Survey on the State-of-the Art -- 2.1 Equitable Access and Participation in Quality Mathematics Education: Ideology, Policies, and Perspectives -- 2.1.1 Framing the Context of Equity and Quality of Mathematics Education -- 2.1.2 Ideology and State Policies in Relation to Equity and Quality -- 2.1.3 Perspectives on Equity and Quality in Mathematics Education -- 2.1.3.1 Mathematical/Pedagogical (Pragmatic) Perspective -- 2.1.3.2 Socio-Political Perspective -- 2.1.3.3 Cultural Historical Activity Theory Perspective -- 2.1.3.4 Ethical Social Justice Perspective -- 2.2 Distributions of Power and Cultural Regimes of Truth -- 2.2.1 Linking Mathematics Education and Power -- 2.2.2 Reproduction of Differences -- 2.2.3 Preoccupations of Mathematics Education Research -- 2.2.4 Questioning Mathematics -- 2.3 Mathematics Identity, Subjectivity and Embodied Dis/ability -- 2.3.1 The Lived Experience of Mathematics Education -- 2.3.2 What Is Identity? -- 2.3.3 Structure, Agency, and Subjectivity -- 2.3.4 Dis/ability and the Body -- 2.4 Activism and Material Conditions of Inequality -- 2.4.1 Activism in Mathematics Education -- 2.4.2 Material Conditions of Inequality in Mathematics Education -- 2.4.3 Some Current Issues and Questions -- 2.4.4 Implications for Other Domains -- 2.5 Economic Factors Behind Mathematics Achievement -- 2.5.1 Mathematics for Some -- 2.5.1.1 Mathematics Isn’t for All -- 2.5.2 The Poverty of Experience -- 3 Summary and Looking Ahead -- References -- Further Reading.

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