## Forgasz, Helen

# Towards Equity in Mathematics Education

**Table of contents**

1. Introduction*Ferdinand Rivera, Helen Forgasz*

2. Preface to “Moving Towards a Feminist Epistemology of Mathematics”*Diana B. Erchick*

3. Moving Towards a Feminist Epistemology of Mathematics*Leone Burton*

4. Preface to “Equity in Mathematics Education: Unions and Intersections of Feminist and Social Justice Literature”*Laura Jacobsen*

5. Equity in Mathematics Education: Unions and Intersections of Feminist and Social Justice Literature*Laura Jacobsen Spielman*

6. Preface to “Adolescent Girls’ Construction of Moral Discourses and Appropriation of Primary Identity in a Mathematics Classroom”*Jae Hoon Lim*

7. Adolescent Girls’ Construction of Moral Discourses and Appropriation of Primary Identity in a Mathematics Classroom*Jae Hoon Lim*

8. Shall We Do Politics or Learn Some Maths Today? Representing and Interrogating Social Inequality*Paul Dowling, Jeremy Burke*

9. Commentary on the Chapter by Paul Dowling and Jeremy Burke, “Shall We Do Politics or Learn Some Maths Today? Representing and Interrogating Social Inequality”*Bill Atweh*

10. Commentary on the Chapter by Dowling and Burke, “Shall We Do Politics or Learn Some Maths Today? Representing and Interrogating Social Inequality”*Joanne Rossi Becker*

11. Gender Role Stereotypes in the Perception of Mathematics: An Empirical Study with Secondary Students in Germany*Gabriele Kaiser, Maren Hoffstall, Anna B. Orschulik*

12. Commentary on the Chapter by Gabriele Kaiser, Maren Hoffstall and Anna B. Orschulik, “Gender Role Stereotypes in the Perception of Mathematics—Results of an Empirical Study with Secondary Students in Germany”*Sarah Theule Lubienski*

13. Commentary on the Chapter by Gabriele Kaiser, Maren Hoffstall, and Anna B. Orschulik, “Gender Role Stereotypes in the Perception of Mathematics: Results of an Empirical Study with Secondary Students in Germany”*Colleen Vale*

14. Students’ Attitudes, Engagement and Confidence in Mathematics and Statistics Learning: ICT, Gender, and Equity Dimensions*Anastasios N. Barkatsas*

15. Commentary on the Chapter by Anastasios Barkatsas, “Students’ Attitudes, Engagement and Confidence in Mathematics and Statistics Learning: ICT, Gender, and Equity Dimensions”*Kenneth Ruthven*

16. Commentary on the Chapter by Anastasios Barkatsas, “Students’ Attitudes, Engagement and Confidence in Mathematics and Statistics Learning: ICT, Gender, and Equity Dimensions”*Hazel Tan*

17. Preface to “Israeli Jewish and Arab Students’ Gendering of Mathematics”*David Mittelberg, Helen Forgasz*

18. Israeli Jewish and Arab Students’ Gendering of Mathematics*Helen J. Forgasz, David Mittelberg*

19. Preface to “Ethnomathematics and Philosophy”*Bill Barton*

20. Ethnomathematics and Philosophy*Bill Barton*

21. Preface to “Cultural Differences, Oral Mathematics and Calculators in a Teacher Training Course of the Brazilian Landless Movement”*Gelsa Knijnik, Fernanda Wanderer*

22. Cultural Differences, Oral Mathematics, and Calculators in a Teacher Training Course of the Brazilian Landless Movement*Gelsa Knijnik, Fernanda Wanderer, Claudio José Oliveira*

23. Preface to “Immigrant Parents’ Perspectives on Their Children’s Mathematics Education”*Marta Civil, Núria Planas, Beatriz Quintos*

24. Immigrant Parents’ Perspectives on Their Children’s Mathematics Education*Marta Civil, Núria Planas, Beatriz Quintos*

25. Mathematics Education for Adults: Can It Reduce Inequality in Society?*Wolfgang Schlöglmann*

26. Commentary on the Chapter by Wolfgang Schlöglmann, “Mathematics Education for Adults: Can It Reduce Inequality in Society?”*Tine Wedege*

27. Commentary on the Chapter by Wolfgang Schlöglmann, “Mathematics Education for Adults: Can It Reduce Inequality in Society?”*Jaguthsing Dindyal*

28. Heteroglossia in Multilingual Mathematics Classrooms*Richard Barwell*

29. Commentary on the Chapter by Richard Barwell, “Heteroglossia in Multilingual Mathematics Classrooms”*Núria Planas*

30. Commentary on the Chapter by Richard Barwell, “Heteroglossia in Multilingual Mathematics Classrooms”*Luis Radford*

31. Preface to “Doubtful Rationality”*Ole Skovsmose*

32. Doubtful Rationality*Ole Skovsmose*

33. Preface to “A Socio-Political Look at Equity in the School Organization of Mathematics Education”*Paola Valero*

34. A Socio-Political Look at Equity in the School Organization of Mathematics Education*Paola Valero*

35. Looking for Gold: Catering for Mathematically Gifted Students Within and Beyond ZDM*Gilah C. Leder*

36. Commentary on the Chapter by Gilah Leder, “Looking for Gold: Catering for Mathematically Gifted Students Within and Beyond ZDM”*Boris Koichu*

37. Commentary on the Chapter by Gilah Leder, “Looking for Gold: Catering for Mathematically Gifted Students Within and Beyond ZDM”*Rosemary Callingham*

38. From the Known to the Unknown: Pattern, Mathematics and Learning in Papua New Guinea*Graeme Were*

39. Commentary on the Chapter by Graeme Were, “From the Known to the Unknown: Pattern, Mathematics and Learning in Papua New Guinea”*Alan J. Bishop*

40. Commentary on the Chapter by Graeme Were, “From the Known to the Unknown: Pattern, Mathematics and Learning in Papua New Guinea”*Steven K. Khan*

41. Gender Differences in Mathematics and Science Achievement Across the Distribution: What International Variation Can Tell Us About the Role of Biology and Society*Andrew M. Penner, Todd CadwalladerOlsker*

42. Commentary on the Chapter by Penner and CadwalladerOlsker, “Gender Differences in Mathematics and Science Achievement Across the Distribution: What International Variation Can Tell Us About the Role of Biology and Society”*James S. Dietz*

43. Commentary on the Chapter by Penner and CadwalladerOlsker, “Gender Differences in Mathematics and Science Achievement Across the Distribution: What International Variation Can Tell Us About the Role of Biology and Society”*Robert (Bob) Klein*

44. Research-Based Mathematics Instruction for Students with Learning Disabilities*Marjorie Montague, Asha K. Jitendra*

45. Commentary on the Chapter by Marjorie Montague and Asha Jitendra, “Research-Based Mathematics Instruction for Students with Learning Disabilities”*Ann Dowker*

46. Commentary on the Chapter by Marjorie Montague and Asha Jitendra, “Research-Based Mathematics Instruction for Students with Learning Disabilities”*Delinda Garderen*

47. Neural Correlates of Gender, Culture, and Race and Implications to Embodied Thinking in Mathematics*Ferdinand Rivera*

48. Commentary on the Chapter by Ferdinand Rivera, “Neural Correlates of Gender, Culture, and Race and Implications to Embodied Thinking in Mathematics”*Bert Smedt, Lieven Verschaffel*

49. Commentary on the Chapter by Ferdinand Rivera, “Neural Correlates of Gender, Culture, and Race and Implications to Embodied Thinking in Mathematics”*Stephen R. Campbell*

**Keywords:** Education, Education (general), Gender Studies, Mathematics Education, Cultural Studies

- Author(s)
- Forgasz, Helen
- Rivera, Ferdinand
- Publisher
- Springer
- Publication year
- 2012
- Language
- en
- Edition
- 2012
- Series
- Advances in Mathematics Education
- Page amount
- 18 pages
- Category
- Upbringing, Education
- Format
- Ebook
- eISBN (PDF)
- 9783642277023