Produktinformationen "Equity in Discourse for Mathematics Education"
This book explores the connection between the ways people speak in mathematics classrooms and their opportunities to learn mathematics. The words spoken, heard, written and read in mathematics classrooms shape students' sense of what mathematics is and of what people can do with mathematics. The authors employ multiple perspectives to consider the means for transformative action with respect to increasing opportunities for traditionally marginalized students to form mathematical identities that resonate with their cultural, social, linguistic, and political beings.
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Beth Herbel-Eisenmann serves on the Editorial Board of the Journal for Research in Mathematics Education, the Board of Directors for the Association of Mathematics Teacher Educators (AMTE), and the International Advisory Board of Mathematics Education and