LEADER 04592nam 2200721 a 450 001 9910454950203321 005 20200520144314.0 010 $a1-280-20755-8 010 $a9786610207558 010 $a0-306-47205-8 024 7 $a10.1007/0-306-47205-8 035 $a(CKB)111056486602272 035 $a(EBL)3035569 035 $a(SSID)ssj0000260644 035 $a(PQKBManifestationID)11209516 035 $a(PQKBTitleCode)TC0000260644 035 $a(PQKBWorkID)10224252 035 $a(PQKB)10293522 035 $a(DE-He213)978-0-306-47205-3 035 $a(MiAaPQ)EBC3035569 035 $a(MiAaPQ)EBC196704 035 $a(Au-PeEL)EBL3035569 035 $a(CaPaEBR)ebr10048359 035 $a(CaONFJC)MIL20755 035 $a(OCoLC)923696269 035 $a(Au-PeEL)EBL196704 035 $a(OCoLC)936889469 035 $a(EXLCZ)99111056486602272 100 $a19951207d1996 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aTowards gender equity in mathematics education$b[electronic resource] $ean ICMI study /$fedited by Gila Hanna 205 $a1st ed. 2002. 210 $aDordrecht ;$aBoston, Mass $cKluwer Academic$dc1996 215 $a1 online resource (318 p.) 225 1 $aNew ICMI studies series ;$vv. 3 300 $aDescription based upon print version of record. 311 $a0-7923-3921-5 320 $aIncludes bibliographical references and index. 327 $aIntroduction: 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. 330 $aTHE REAL WORLD OF MATHEMATICS, SCIENCE, AND TECHNOLOGY EDUCATION In this Preface, I would like to focus on what I mean by ?education? and speak about the models and metaphors that are used when people talk, write, and act in the domain of education. We need to look at the assu- tions and processes that the models and metaphors implicitly and explicitly contain. I feel we should explore whether there is a specific thrust to mat- matics education in the here and now, and be very practical about it. For me education is the enhancement of knowledge and understanding, and there is a strong and unbreakable link between the two. There seems l- tle point in acquiring knowledge without understanding its meaning. Nor is it enough to gain a deep understanding of problems without gaining the appropriate knowledge to work for their solution. Thus knowledge and understanding are each necessary conditions for the process of education, but only when they are linked will the process bear fruit. Only in the b- anced interplay of knowledge and understanding can we expect to achieve genuine education. 410 0$aNew ICMI studies series ;$vv. 3. 606 $aMathematical ability$xSex differences 606 $aSex differences in education 606 $aWomen in mathematics 606 $aMathematics$xStudy and teaching 608 $aElectronic books. 615 0$aMathematical ability$xSex differences. 615 0$aSex differences in education. 615 0$aWomen in mathematics. 615 0$aMathematics$xStudy and teaching. 676 $a510/.7 701 $aHanna$b G$g(Gila),$f1934-$01052913 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910454950203321 996 $aTowards gender equity in mathematics education$92484464 997 $aUNINA