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The Resource Diversity in mathematics education : towards inclusive practices, Alan Bishop, Hazel Tan, Tasos N. Barkatsas, editors
Diversity in mathematics education : towards inclusive practices, Alan Bishop, Hazel Tan, Tasos N. Barkatsas, editors
Resource Information
The item Diversity in mathematics education : towards inclusive practices, Alan Bishop, Hazel Tan, Tasos N. Barkatsas, editors represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in University of Oklahoma Libraries.This item is available to borrow from all library branches.
Resource Information
The item Diversity in mathematics education : towards inclusive practices, Alan Bishop, Hazel Tan, Tasos N. Barkatsas, editors represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in University of Oklahoma Libraries.
This item is available to borrow from all library branches.
 Summary
 This book presents a research focus on diversity and inclusivity in mathematics education. The challenge of diversity, largely in terms of student profiles or contextual features, is endemic in mathematics education, and is often argued to require differentiation as a response. Typically different curricula, text materials, task structures or pedagogies are favoured responses, but huge differences in achievement still result. If we in mathematics education seek to challenge that status quo, more research must be focussed not just on diversity but also on the inclusivity, of practices in mathematics education. The book is written by a group of experienced collaborating researchers who share this focus. It is written for researchers, research students, teachers and inservice professionals, who recognise both the challenges but also the opportunities of creating and evaluating new inclusive approaches to curriculum and pedagogy? ones that take for granted the positive values of diversity. Several chapters report new research in this direction. The authors are part of, or have visited with, the mathematics education staff of the Faculty of Education at Monash University, in Melbourne, Australia. The chapters all focus on the ideas of development in both research and practice, recognising that the current need is for new inclusive approaches. The studies presented are set in different contexts, including Australia, China, the United States, and Singapore
 Language
 eng
 Extent
 1 online resource (xviii, 262 pages)
 Note
 Includes index
 Contents

 I. Surveying the territory. Introduction: The challenge of developing inclusive mathematics learning environments. Large scale test data: Making the invisible visible. Impact of geographical location on student achievement: Unpacking the complexity of diversity.Rethinking learners? preferred mathematical task types: The values perspective. Rethinking gender and technology: A case of graphics calculators in the Singaporean mathematics curriculum context.Surveying the public: Revisiting mathematics and English stereotypes.Surveying the territory: Linking research and practice in school mathematics
 II. Interrogating the boundaries. From the individual to the collective: Rethinking curriculum to make diversity a positive resource. Ethics and the challenges for inclusive mathematics teaching. Valuing diversity in mathematics pedagogy: Enhancing teacher agency through values alignment. Interrogating the boundaries: Inclusive practices in mathematics teaching
 the need for noticing and producing relevant differences.? III. From diversity to practice
 (Dis)engagement and exclusion in mathematics classrooms
 labels, values and significant others
 Including students with disabilities in the regular mathematics classroom: issues and innovations. Investigating diversity in learning: How children add together single digit numbers. Maximising opportunities in mathematics for all students: Addressing within school and within class differences
 From diversity to practice: Commentary.Conclusion: From Theory to Practice
 Isbn
 9783319059778
 Label
 Diversity in mathematics education : towards inclusive practices
 Title
 Diversity in mathematics education
 Title remainder
 towards inclusive practices
 Statement of responsibility
 Alan Bishop, Hazel Tan, Tasos N. Barkatsas, editors
 Language
 eng
 Summary
 This book presents a research focus on diversity and inclusivity in mathematics education. The challenge of diversity, largely in terms of student profiles or contextual features, is endemic in mathematics education, and is often argued to require differentiation as a response. Typically different curricula, text materials, task structures or pedagogies are favoured responses, but huge differences in achievement still result. If we in mathematics education seek to challenge that status quo, more research must be focussed not just on diversity but also on the inclusivity, of practices in mathematics education. The book is written by a group of experienced collaborating researchers who share this focus. It is written for researchers, research students, teachers and inservice professionals, who recognise both the challenges but also the opportunities of creating and evaluating new inclusive approaches to curriculum and pedagogy? ones that take for granted the positive values of diversity. Several chapters report new research in this direction. The authors are part of, or have visited with, the mathematics education staff of the Faculty of Education at Monash University, in Melbourne, Australia. The chapters all focus on the ideas of development in both research and practice, recognising that the current need is for new inclusive approaches. The studies presented are set in different contexts, including Australia, China, the United States, and Singapore
 Cataloging source
 GW5XE
 Dewey number
 510.71
 Illustrations
 illustrations
 Index
 index present
 LC call number
 QA11
 Literary form
 non fiction
 Nature of contents
 dictionaries
 http://library.link/vocab/relatedWorkOrContributorName

 Bishop, Alan
 Tan, Hazel
 Barkatsas, Anastasios
 Series statement
 Mathematics Education Library,
 http://library.link/vocab/subjectName

 Mathematics
 MATHEMATICS
 MATHEMATICS
 MATHEMATICS
 Mathematics
 Label
 Diversity in mathematics education : towards inclusive practices, Alan Bishop, Hazel Tan, Tasos N. Barkatsas, editors
 Note
 Includes index
 Antecedent source
 unknown
 Bibliography note
 Includes bibliographical references and index
 Carrier category
 online resource
 Carrier category code
 cr
 Carrier MARC source
 rdacarrier
 Color
 multicolored
 Content category
 text
 Content type code
 txt
 Content type MARC source
 rdacontent
 Contents
 I. Surveying the territory. Introduction: The challenge of developing inclusive mathematics learning environments. Large scale test data: Making the invisible visible. Impact of geographical location on student achievement: Unpacking the complexity of diversity.Rethinking learners? preferred mathematical task types: The values perspective. Rethinking gender and technology: A case of graphics calculators in the Singaporean mathematics curriculum context.Surveying the public: Revisiting mathematics and English stereotypes.Surveying the territory: Linking research and practice in school mathematics  II. Interrogating the boundaries. From the individual to the collective: Rethinking curriculum to make diversity a positive resource. Ethics and the challenges for inclusive mathematics teaching. Valuing diversity in mathematics pedagogy: Enhancing teacher agency through values alignment. Interrogating the boundaries: Inclusive practices in mathematics teaching  the need for noticing and producing relevant differences.? III. From diversity to practice  (Dis)engagement and exclusion in mathematics classrooms  labels, values and significant others  Including students with disabilities in the regular mathematics classroom: issues and innovations. Investigating diversity in learning: How children add together single digit numbers. Maximising opportunities in mathematics for all students: Addressing within school and within class differences  From diversity to practice: Commentary.Conclusion: From Theory to Practice
 Dimensions
 unknown
 Extent
 1 online resource (xviii, 262 pages)
 File format
 unknown
 Form of item
 online
 Isbn
 9783319059778
 Level of compression
 unknown
 Media category
 computer
 Media MARC source
 rdamedia
 Media type code
 c
 Note
 SpringerLink
 Other control number
 10.1007/9783319059785
 Other physical details
 illustrations (some color).
 Quality assurance targets
 not applicable
 Reformatting quality
 unknown
 Sound
 unknown sound
 Specific material designation
 remote
 System control number

 (OCoLC)891928260
 (OCoLC)ocn891928260
 Label
 Diversity in mathematics education : towards inclusive practices, Alan Bishop, Hazel Tan, Tasos N. Barkatsas, editors
 Note
 Includes index
 Antecedent source
 unknown
 Bibliography note
 Includes bibliographical references and index
 Carrier category
 online resource
 Carrier category code
 cr
 Carrier MARC source
 rdacarrier
 Color
 multicolored
 Content category
 text
 Content type code
 txt
 Content type MARC source
 rdacontent
 Contents
 I. Surveying the territory. Introduction: The challenge of developing inclusive mathematics learning environments. Large scale test data: Making the invisible visible. Impact of geographical location on student achievement: Unpacking the complexity of diversity.Rethinking learners? preferred mathematical task types: The values perspective. Rethinking gender and technology: A case of graphics calculators in the Singaporean mathematics curriculum context.Surveying the public: Revisiting mathematics and English stereotypes.Surveying the territory: Linking research and practice in school mathematics  II. Interrogating the boundaries. From the individual to the collective: Rethinking curriculum to make diversity a positive resource. Ethics and the challenges for inclusive mathematics teaching. Valuing diversity in mathematics pedagogy: Enhancing teacher agency through values alignment. Interrogating the boundaries: Inclusive practices in mathematics teaching  the need for noticing and producing relevant differences.? III. From diversity to practice  (Dis)engagement and exclusion in mathematics classrooms  labels, values and significant others  Including students with disabilities in the regular mathematics classroom: issues and innovations. Investigating diversity in learning: How children add together single digit numbers. Maximising opportunities in mathematics for all students: Addressing within school and within class differences  From diversity to practice: Commentary.Conclusion: From Theory to Practice
 Dimensions
 unknown
 Extent
 1 online resource (xviii, 262 pages)
 File format
 unknown
 Form of item
 online
 Isbn
 9783319059778
 Level of compression
 unknown
 Media category
 computer
 Media MARC source
 rdamedia
 Media type code
 c
 Note
 SpringerLink
 Other control number
 10.1007/9783319059785
 Other physical details
 illustrations (some color).
 Quality assurance targets
 not applicable
 Reformatting quality
 unknown
 Sound
 unknown sound
 Specific material designation
 remote
 System control number

 (OCoLC)891928260
 (OCoLC)ocn891928260
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Architecture LibraryBorrow itGould Hall 830 Van Vleet Oval Rm. 105, Norman, OK, 73019, US35.205706 97.445050



Chinese Literature Translation ArchiveBorrow it401 W. Brooks St., RM 414, Norman, OK, 73019, US35.207487 97.447906

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Fine Arts LibraryBorrow itCatlett Music Center 500 West Boyd Street, Rm. 20, Norman, OK, 73019, US35.210371 97.448244

Harry W. Bass Business History CollectionBorrow it401 W. Brooks St., Rm. 521NW, Norman, OK, 73019, US35.207487 97.447906

History of Science CollectionsBorrow it401 W. Brooks St., Rm. 521NW, Norman, OK, 73019, US35.207487 97.447906

John and Mary Nichols Rare Books and Special CollectionsBorrow it401 W. Brooks St., Rm. 509NW, Norman, OK, 73019, US35.207487 97.447906


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