• PDF / 2,068,163 Bytes
• 271 Pages / 439.37 x 666.14 pts Page_size
• 19 Downloads / 217 Views

DOWNLOAD

REPORT

---

Mathematics Education Library VOLUME 55 Managing Editor A.J. Bishop, Monash University, Melbourne, Australia

Editorial Board M.G. Bartolini Bussi, Modena, Italy J.P. Becker, Illinois, U.S.A. M. Borba, Rio Claro, Brazil B. Kaur, Singapore C. Keitel, Berlin, Germany G. Leder, Melbourne, Australia F. Leung, Hong Kong, China K. Ruthven, Cambridge, United Kingdom A. Sfard, Haifa, Israel Y. Shimizu, Tsukuba, Japan O. Skovsmose, Aalborg, Denmark

For further volumes: http://www.springer.com/series/6276

Beth Herbel-Eisenmann • Jeffrey Choppin David Wagner • David Pimm Editors

Equity in Discourse for Mathematics Education Theories, Practices, and Policies

Editors Beth Herbel-Eisenmann Michigan State University 329 Erickson Hall East Lansing, MI 48824 USA [email protected] David Wagner Faculty of Education University of New Brunswick P.O. Box 4400 Fredericton, NB E3B 5A3 Canada [email protected]

Jeffrey Choppin Warner School of Education University of Rochester Box 270425 Rochester, NY 14627 USA [email protected] David Pimm Faculty of Education Simon Fraser University Burnaby, BC V5A 1S6 Canada [email protected]

ISBN 978-94-007-2812-7 e-ISBN 978-94-007-2813-4 DOI 10.1007/978-94-007-2813-4 Springer Dordrecht Heidelberg London New York Library of Congress Control Number: 2011944646 © Springer Science+Business Media B.V. 2012 No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com)

Foreword

Discourse and Equity: The Simultaneous Challenge of Epistemological and Social Access School mathematics remains a powerful social filter, and understanding and explaining access to and success in school mathematics has been of considerable interest to the research community for some time now. Captured as the ‘social turn’, Lerman (2000) examined research in mathematics education that took as its starting point a socially situated mathematics classroom – a classroom located in a wider social structure, one simultaneously constitutive of and constituted by social relations within it. The social turn reflected recognition that considerable progress in understanding mathematical learning was largely achieved by means of a focus on cognition, backgrounding the social distribution of success and failure. A broader set of theoretical resources and methodological tools was required and sociocultural theories were increasingly drawn on and drawn in. Contained within this turn, but not reducible to it, was a concern with equity and the power of school mathematics both to enable and to exclude. Alongside a concern with the social was increasing interest in what can now be captured as the ‘