04628nam 2200721 a 450 991078003950332120230120084155.01-280-20755-897866102075580-306-47205-810.1007/0-306-47205-8(CKB)111056486602272(EBL)3035569(SSID)ssj0000260644(PQKBManifestationID)11209516(PQKBTitleCode)TC0000260644(PQKBWorkID)10224252(PQKB)10293522(DE-He213)978-0-306-47205-3(Au-PeEL)EBL3035569(CaPaEBR)ebr10048359(CaONFJC)MIL20755(OCoLC)923696269(Au-PeEL)EBL196704(OCoLC)936889469(MiAaPQ)EBC3035569(MiAaPQ)EBC196704(EXLCZ)9911105648660227219951207d1996 uy 0engur|n|---|||||txtccrTowards gender equity in mathematics education[electronic resource] an ICMI study /edited by Gila Hanna1st ed. 2002.Dordrecht ;Boston, Mass Kluwer Academicc19961 online resource (318 p.)New ICMI studies series ;v. 3Description based upon print version of record.0-7923-3921-5 Includes bibliographical references and index.Introduction: Towards Gender Equity in Mathematics Education -- Introduction: Towards Gender Equity in Mathematics Education -- General Issues -- Mathematics, Gender, and Research -- Gender and Mathematics: Mythology and Misogyny -- Gender Equity: A Reappraisal -- Symbolic Interactionism and Ethnomethodology as a Theoretical Framework for the Research on Gender and Mathematics -- Curriculum and Assessment: Hitting Girls Twice? -- Mathematics and Gender: Some Cross-Cultural Observations -- Cross-Cultural Perspectives -- Women’s Participation in Mathematics Education in Sweden -- Gender and Mathematics Education in Norway -- Gender and Mathematics Education in Denmark -- Gender and Mathematics Education in Finland -- Gender and Mathematics Education: A German View -- Is Gender a Relevant Variable for Mathematics Education? The French Case -- Women’s Know-How and Authority: Italian Women and Mathematics -- Gender and Mathematics in England and Wales -- Gender and Mathematics in The Context of Australian Education -- Mathematics, Women, and Education in New Zealand -- Gender and Mathematics Education: A Snapshot of China -- Gender and Mathematics in Mexico -- Female Participation in the Study of Mathematics: The US Situation.THE REAL WORLD OF MATHEMATICS, SCIENCE, AND TECHNOLOGY EDUCATION In this Preface, I would like to focus on what I mean by “education” and speak about the models and metaphors that are used when people talk, write, and act in the domain of education. We need to look at the assu- tions and processes that the models and metaphors implicitly and explicitly contain. I feel we should explore whether there is a specific thrust to mat- matics education in the here and now, and be very practical about it. For me education is the enhancement of knowledge and understanding, and there is a strong and unbreakable link between the two. There seems l- tle point in acquiring knowledge without understanding its meaning. Nor is it enough to gain a deep understanding of problems without gaining the appropriate knowledge to work for their solution. Thus knowledge and understanding are each necessary conditions for the process of education, but only when they are linked will the process bear fruit. Only in the b- anced interplay of knowledge and understanding can we expect to achieve genuine education.New ICMI studies series ;v. 3.Mathematical abilitySex differencesSex differences in educationWomen in mathematicsMathematicsStudy and teachingMathematical abilitySex differences.Sex differences in education.Women in mathematics.MathematicsStudy and teaching.510/.7Hanna G(Gila),1934-1301015International Commission on Mathematical Instruction.MiAaPQMiAaPQMiAaPQBOOK9910780039503321Towards gender equity in mathematics education3842318UNINA