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Record Nr. |
UNISA990003187720203316 |
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Autore |
BAGNASCO, Arnaldo <1939- > |
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Titolo |
Corso di sociologia / Arnaldo Bagnasco, Marzio Barbagli, Alessandro Cavalli |
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Pubbl/distr/stampa |
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Bologna : Il Mulino, 2007 |
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ISBN |
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Edizione |
[Nuova ed.] |
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Descrizione fisica |
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Collana |
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Altri autori (Persone) |
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BARBAGLI, Marzio |
CAVALLI, Alessandro |
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Disciplina |
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Soggetti |
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Collocazione |
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II.5. Coll. 15/27 |
II.5. Coll. 15/27a |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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2. |
Record Nr. |
UNINA9910784351603321 |
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Titolo |
Equity in mathematics education : influences of feminism and culture / / edited by Pat Rogers and Gabriele Kaiser |
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Pubbl/distr/stampa |
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London ; ; Washington, D.C. : , : Falmer Press, , 1995 |
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ISBN |
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1-135-71891-1 |
1-138-18048-3 |
1-135-71892-X |
1-280-15139-0 |
9786610151394 |
0-203-99008-0 |
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Descrizione fisica |
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1 online resource (290 p.) |
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Altri autori (Persone) |
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Disciplina |
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Soggetti |
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Women in mathematics |
Mathematical ability - Sex differences |
Mathematics - Study and teaching - United States |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Book Cover; Half-Title; Dedication; Title; Copyright; Contents; Acknowledgments; Chapter 1 Introduction: Equity in Mathematics Education; Part 1 Effecting Change; Part 2 The Cultural Context; Part 3 Feminist Pedagogy in Mathematics Education; Notes on Contributors; Index |
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Sommario/riassunto |
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This text provides a critical overview of current thinking about equity issues in the teaching and learning of mathematics. Grounded in feminist theories of curriculum change and a broad range of cultural perspectives, the new approaches described here go beyond ""special programmes"" and ""experimental treatments"" designed to correct perceived problems and deficits. Instead they establish how improved instructional practices and a fuller understanding of the nature of the mathematical enterprise can overcome the systemic obstacles that have thwarted women's participation in this important fi |
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