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New Directions for Equity in Mathematics Education - 95 edition

New Directions for Equity in Mathematics Education (ISBN10: 0521477204; ISBN13: 9780521477208)
ISBN13: 978-0521477208
ISBN10: 0521477204

This edition has also been released as:
ISBN13: 978-0521471527
ISBN10: 0521471524

''Readers will be rewarded in many ways! This book should be required reading for all mathematics educators, both teachers and teachers of teachers; administrators; and policymakers.'' Jacqueline M. Dewar, Teaching Children Mathematics

Edition/Copyright: 95
Cover: Paperback
Publisher: Cambridge University Press
Published: 09/28/2003
International: No



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1995-04-28 Paperback Good Good Condition item. We strive to provide the best shopping experience with every item we sell. Satisfaction guaranteed! ! Ships from US. Please allow 1-3 weeks for delive ...show morery outside US. ...show less
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Cambridge, England 2003 Trade paperback Very Good. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged. Trade ...show more paperback (US). Glued binding. 380 p. Contains: Illustrations, black & white. *****PLEASE NOTE: This item is shipping from an authorized seller in Europe. In the event that a return is necessary, you will be able to return your item within the US. To learn more about our European sellers and policies see the BookQuest FAQ section***** ...show less
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West Nyack, New York, U.S.A. 1995 Soft Cover Very Good Minimal cover wer. Nice, clean, tight, unmarked copy. The issue of how to provide equitable schooling for ethnic and linguistic minorities has ...show more come to the forefront of education. This volume brings together top researchers to examine equity from the standpoint of mathematics education--an excellent forum for the topic, since the results are quantifiable. The first essays address broad cultural issues, such as how social class and our notion of merit enter into education. The second section of the book analyzes gender issues in math learning, and the final section examines language and mathematics. A number of themes cut across these three groupings. For example, a critique of the reform movement surfaces in several chapters; many of the chapters look closely at teachers and the dynamics of the classroom, and chapters in different sections address issues of teacher empowerment and skill upgrading. Researchers, students, and policy makers in education, ...show less
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