Sociocultural Research on Mathematics Education: An International Perspective

Table of contents

• Sociocultural Research on Mathematics Education - An International Perspective *
• Title Page *
• Contents v
• Preface ix
• Contributors xix
• I - Psychological, Social, and Political Perspectives 1
• 1 - A Cultural/Discursive Psychology for Mathematics Teaching and Learning 3
• References 15
• 2 - Mathematics Education in Late Modernity: Beyond Myths and Fragmentation 19
• References 35
• 3 - Breaking Political Neutrality: the Critical Engagement of Mathematics Education with Democracy 37
• References 53
• 4 - Mathematical Literacy and Common Sense in Mathematics Education 57
• References 71
• II - Global, Regional, and Local Contexts 75
• 5 - Internationalization and Globalization of Mathematics Education: Toward an Agenda for Research/Action 77
• References 93
• 6 - Globalization and the Politics of Mathematics Education 95
• References 110
• 7 - Situated Sociocultural Mathematics Education: Vignettes from Southeast Asian Practices 113
• References 132
• 8 - Mathematical Ideas and Indigenous Languages 135
• References 148
• 9 - The Sociopolitical Context of Mathematics Education in Guatemala Through the Words and Practices of Two Teachers 151
• III - Teachers, Students, and Classrooms 163
• 10 - Continuous In-Service Professional Development of Teachers and School Change: Lessons from Mexico 167
• References 182
• 11 - Resourcing Practice and Equity: a Dual Challenge for Mathematics Education 185
• Appendix: Categorization of Resources Recruited in School Mathematics 199
• References 200
• 12 - Mathematics, Social Class, and Linguistic Capital: an Analysis of Mathematics Classroom Interactions 201
• References 214
• 13 - Longitudinal Evaluation of Mathematics Participation in American Middle and High Schools 217
• References 230
• 14 - Sociocultural Considerations and Latino Mathematics Achievement: a Critical Review 233
• References 251
• 15 - The Social Constructs of the Mathematical Experiences of African-American Students 255
• References 275
• IV - Numeracy and Everyday Mathematics 277
• 16 - Numeracy: Negotiating the World Through Mathematics 279
• References 292
• 17 - Modeling with Purpose: Mathematics as a Critical Tool 295
• References 310
• 18 - Contribution of Ethnomathematics to Mainstream Mathematics Classroom Practice 313
• References 327
• 19 - Teaching and Learning School Mathematics by Building on Students' Out-Of-School Mathematics Practice 329
• References 343
• V - Recent Directions in Gender and Mathematics Education 345
• 20 - “a+ for Girls, B for Boys”: Changing Perspectives on Gender Equity and Mathematics 347
• References 364
• 21 - Single-Gender Schooling in the Public Sector in California: Promise and Practice 367
• 22 - Fables: the Tortoise? the Hare? the Mathematically Underachieving Male? 379
• 23 - Girls, Mathematics, and Techonology 393
• References 408
• 24 - Creating a Connected, Equitable Mathematics Classroom: Facilitating Gender Equity 411
• References 428
• Author Index 433
• Subject Index 443

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