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|a Sociopolitical Dimensions of Mathematics Education
|h [electronic resource] :
|b From the Margin to Mainstream /
|c edited by Murad Jurdak, Renuka Vithal.
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|a 1st ed. 2018.
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|a Cham :
|b Springer International Publishing :
|b Imprint: Springer,
|c 2018.
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|a X, 234 p. 9 illus.
|b online resource.
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|a ICME-13 Monographs,
|x 2520-8330
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|a Mainstreaming of the Sociopolitical in Mathematics Education -- Part I Theoretical Perspectives on the Sociopolitical in Mathematics Education -- Integrating the Sociocultural and the Sociopolitical in Mathematics Education -- Towards an Ethics of Mathematical Application -- How to be a Political Social Change Mathematics Education Activist -- Part II Researchers in the Sociopolitical in Mathematics Education -- Recognising and Identifying the Participant and Researcher in Mathematics Education Research: A Sociopolitical Act -- Truth, Power and Capitalist Accumulation in Mathematics Education -- PART III Practices in the Sociopolitical in Mathematics Education -- Teaching Financial Mathematics Through a Critical Approach in a University Environment -- Mathematics Education for Social Justice: A Case Study -- 9. Outcome of the Market: The Outdated Mathematics Teacher -- Part IV Policy and the Sociopolitical in Mathematics Education -- Mathematics Curricula: Issues of Access and Quality -- Policy Production through the Media: The Case of More Mathematics in Early Childhood Education -- “Now There’s Everything to Stop You”: Teacher Autonomy Then and Now.
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|a This book documents and expands on the diverse social and political dimensions of mathematics education issues, concerns, perspectives, contexts, and approaches presented in Topic Study Group 34 of the 13thInternational Congress on Mathematical Education (ICME 13). The book also argues for and promotes the mainstreaming of the sociopolitical dimensions of mathematics education through an ongoing critique and inquiry into content, policies, practices and theories. Accordingly, the main theme throughout the book is captured and illuminated by bringing voices from the margin to the mainstream. In this respect it is both an aspirational and a reality, as evidenced by the increasing references to the sociopolitical dimensions in o1`ther areas of mathematics education—for example, in several of the plenary presentations at the ICME 13. The authors have reflected on their ideas with a view to orienting and enhancing research in the sociopolitical dimensions of mathematics education that is grounded in current education systems within their specific sociocultural contexts.
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|a Mathematics
|x Study and teaching .
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|a Education and state.
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|a Educational sociology.
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|a Mathematics Education.
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|a Educational Policy and Politics.
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|a Sociology of Education.
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|a Jurdak, Murad.
|e editor.
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|4 http://id.loc.gov/vocabulary/relators/edt
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| 700 |
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|a Vithal, Renuka.
|e editor.
|4 edt
|4 http://id.loc.gov/vocabulary/relators/edt
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| 710 |
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|a SpringerLink (Online service)
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|i Printed edition:
|z 9783319726090
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|i Printed edition:
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| 830 |
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|a ICME-13 Monographs,
|x 2520-8330
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|u https://doi.org/10.1007/978-3-319-72610-6
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