000 03410nam a22003855i 4500
001 305630
003 MX-SnUAN
005 20160429155958.0
007 cr nn 008mamaa
008 150903s2012 gw | o |||| 0|eng d
020 _a9783642277023
_99783642277023
024 7 _a10.1007/9783642277023
_2doi
035 _avtls000358583
039 9 _a201509031016
_bVLOAD
_c201405070233
_dVLOAD
_y201402191524
_zstaff
040 _aMX-SnUAN
_bspa
_cMX-SnUAN
_erda
050 4 _aL1-991
100 1 _aForgasz, Helen.
_eeditor.
_9344732
245 1 0 _aTowards Equity in Mathematics Education :
_bGender, Culture, and Diversity /
_cedited by Helen Forgasz, Ferdinand Rivera.
264 1 _aBerlin, Heidelberg :
_bSpringer Berlin Heidelberg :
_bImprint: Springer,
_c2012.
300 _axviii, 597 páginas 26 ilustraciones
_brecurso en línea.
336 _atexto
_btxt
_2rdacontent
337 _acomputadora
_bc
_2rdamedia
338 _arecurso en línea
_bcr
_2rdacarrier
347 _aarchivo de texto
_bPDF
_2rda
490 0 _aAdvances in Mathematics Education,
_x1869-4918
500 _aSpringer eBooks
505 0 _aSeries Preface -- Section 1: Equity and gender -- Section 2: Equity and culture -- Section 3: Equity and curriculum diversity.
520 _aThe pursuit of equity in mathematics education is an important concern in the history of the present. Since there is no doubt about the significant role of mathematics in almost every aspect of life, it means that all individuals regardless of sex, in any age range, and in whatever context need to be provided with an opportunity to become mathematically able. The publication of his Springer volume on equity in mathematics education is situated at a time when there is strong and sustained research evidence indicating the persistence of an equity gap in mathematics, which has now enabled the mathematics education community to engage in a discourse of access for all. The volume gathers together twenty major chapters that tackle a variety of issues associated with equity in mathematics education along the dimensions of gender, culture, curriculum diversity, and matters of a biological nature. The research studies that are reported and discussed in the volume have been drawn from an international group of distinguished scholars whose impressive, forward-looking, and thought- provoking perspectives on relevant issues incite, broaden, and expand complicated conversations on how we might effectively achieve equity in mathematics education at the local, institutional, and systemic levels. Further, the up-to-date research knowledge in the field that is reflected in this volume provides conceptual and practical outlines for mechanisms of change, including models, examples, and usable theories that can inform the development of powerful equitable practices and the mobilization of meaningful equity interventions in different contexts of mathematics education.  
590 _aPara consulta fuera de la UANL se requiere clave de acceso remoto.
700 1 _aRivera, Ferdinand.
_eeditor.
_9344733
710 2 _aSpringerLink (Servicio en línea)
_9299170
776 0 8 _iEdición impresa:
_z9783642277016
856 4 0 _uhttp://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/978-3-642-27702-3
_zConectar a Springer E-Books (Para consulta externa se requiere previa autentificación en Biblioteca Digital UANL)
942 _c14
999 _c305630
_d305630