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This book provides resources and practical ideas for classroom teachers, administrators and principals, curriculum supervisors and program developers, and ethnomathematicians and researchers who wish to develop a deeper understanding of the mathematics and pedagogy of the indigenous peoples of North America. Chapters 1-6 focus on the theoretical foundation that undergirds indigenous ethnomathematics. Chapter 7 addresses the issue of portfolio assessment. Chapters 8-17 include classroom lessons and activities that elementary and middle school teachers will find useful while chapters 18-24 focus on middle school and high school topics. (KHR)

The 51st meeting of the Commission Internationale pour L'Etude et L'Amelioration de L'Ensignment des Mathematiques (CIEAEM) was held July, 1999 at Chichester, UK and facilitated the collaboration of delegates from over 30 countries providing a variety of perspectives on the theme OCultural Diversity in Mathematics Education'. The papers in this book concern the relevance and significance of mathematics in art, culture, and the humanities in the modern world. After first recalling knowledge of early mathematical development in Egypt, Babylonia, China and India, the book assesses present-day consequences of the availability of cheap modern technology from computers, hand-held calculators, and the Internet. It focuses on the variety of beliefs, both religious and cultural, and perceptual differences and practices among mathematicians and mathematics educators internationally, and on the vocational aspects in business, commerce, science, and everyday life. There is coverage of student diversity and interest and their varying abilities, aptitudes, and backgrounds with regard to teaching strategies at all levels of mathematics instruction. The contents focus on five major themes of the conference: (1) "Looking Back, Moving Forward"; (2) "Effective Cooperation between Mathematicians, Mathematics Educators, and Uses of Mathematics"; (3) "Coping with Diversity of Student Interest, Abilities, Aptitudes and Background"; (4) "Mathematics Cultures Across Different Sectors of Education"; and (5) "Beliefs and Practices in Mathematics and Mathematics Education". (KHR)

This chapter describes a study adopting the findings from an investigation of the cognitive processing and knowledge requirements of individuals taking the Graduate Record Examination Quantitative (GRE-Q) Test. The study investigates subgroup differences such as major field of study, gender, and racial-ethnic backgrounds of students taking the test. (KHR)

This 1997 yearbook presents a vision of how research and classroom practices related to multicultural diversity and gender equity can reinforce each other to ensure a powerful mathematics program for all students regardless of their gender, race, ethnicity, or socioeconomic status. This book contains a variety of perspectives and diverse voices that address relevant issues and suggest possible models that exemplify the vision. The yearbook is organized in five parts: (1) Issues and Perspectives; (2) Classroom Cultures; (3) Curriculum, Instruction, and Assessment; (4) Professional Development; and (5) Future Directions. The first section contains five papers that address topics such as the inclusion of blacks in the mathematics community and lessons from multicultural classrooms in Australia. The second section contains seven papers addressing topics such as ethnomathematics, bias in the classroom, and gender-equitable classrooms. Nine papers on a variety of equity issues, including integrating culture into the mathematics classroom and assessment, are presented in next section, and five papers that cover family involvement and communication strategies are included in the fourth section. The book concludes with two papers that discuss perspectives on the future direction of equity efforts in mathematics education. (DDR)

This book brings together papers by scholars from around the globe on the historiography and history of mathematics and their integration with mathematical pedagogy. Of the three articles in Part 1, "Historiography and Sources", one identifies research trends in the history of mathematics, the second discusses the centrality of problems, and the third uses drama to recreate moments of mathematical discovery. Part 2, "Historical Studies: From Antiquity to the Scientific Revolution" and "From the Scientific Revolution to the Present", offers a range of scholarship in the history of mathematics, including mathematics education, from antiquity to the present. Part 3, listed under two titles: "Integration of History with Mathematics Teaching: Fundamentals and Selected Cases" and"Origins and Teaching of Calculus," includes papers on the topics of reasons to include the history of mathematics in mathematics education, Ethnomathematics, networks for sharing historical mathematics information, and a mathematics history course. (MKR)

The teaching of mathematics from a multicultural perspective is discussed. The first two chapters present a rationale for a multicultural approach to teaching mathematics. The third chapter aims to show, through brief examples, how such an approach can be applied to any school curriculum. The remaining four chapters discuss, in greater detail, selected topics in elementary arithmetic, algebra, geometry, and statistics. Mathematics does not appear to be a promising subject for multicultural education, because mathematical truths are universally valid. However, all cultures produce mathematical ideas, just as they produce different languages and social systems. To recognize and value the cultural heritage of minority students helps build their confidence and pride as it helps overcome the Eurocentric bias relating to the origins and practice of mathematics frequently found in the United Kingdom. A multicultural approach to mathematics requires acknowledging the history of mathematics and recognizing the social and political values that shape the mathematics curriculum. Eighteen tables and 107 figures present examples for mathematics teaching. (Contains 63 references.) (SLD)

This book illustrates the wide range of issues that should affect any consideration of the relationship between mathematics education and the use of mathematics for practical and work purposes. The concept of ethnomathematics is discussed, and biases, including those of gender, in the content of mathematics and mathematics education are exposed. The views of researchers, users, training boards and employing organizations are presented, and international contributions provide a broader perspective through which to assess existing practices and to suggest alternatives. The book is organized in four main parts: (1) "The Context of Mathematics Education"; (2) "Mathematics in the Workplace--Research Views"; (3) Mathematics in the Workplace--User Views"; and (4) "School Mathematics in Context". Sample papers include, from part 1: "Ethnomathematics and Its Place in the History and Pedagogy of Mathematics" (U. D'Ambrosio); "Foundations of Eurocentism in Mathematics" (G. Joseph); and "Folk Mathematics" (E. Maier). Papers in part 2 include: "Mathematics and Workplace Research" (M. Harris and J. Evans); "The Role of Number in Work and Training" (D. Matthews); and "Mathematics in and Out of School: A Selective Review of Studies from Brazil." The first two papers in part 3, by S. Ingham and K. Pye respectively, focus on the place of mathematics in the clothing and textile industries. The third article in this section, is a review paper especially written for this volume entitled "The Gendering of Work" (J. Holland). Finally, papers from the fourth part include: "'Maths in the Workplace': Some Issues Arising Out of the Development of a Resource Pack" (P. Drake); and "Work Reclaimed: Status Mathematics in Non-Elitist Contexts" (M. Harris and C. Paechter). The book concludes with a description of the Maths in Work Project and its efforts to relate research to practice through the development of a unique set of learning materials. (KR)

Designed to help educators become aware of the fact that science and mathematics curriculum materials may be viewed as culture laden packages, this bibliography of over 800 references is international in scope. Regions selected for study are Australia and Papua New Guinea, Britain, the Anglophone countries of Africa, and China. (Only items published in English are included). The book contains nine chapters: (1) General References; (2) The Economic Context; (3) The Context of Language; (4) The Political Context; (5) The Religious and Philosophical Context; (6) The Social Context; (7) Cognitive Research; (8) The Curriculum; and (9) Three Case Studies. Three indexes, by author, by country, and by school subject, are also included. In addition the materials annotated are crossreferenced, both within chapters and between chapters. It is intended to be read by persons interested in the cultural context of school education and the influence of that context on the teaching and learning of science and mathematics. (PEB)

This book is designed for those interested in the teaching of mathematics, in both first language and second language contexts, and is based on 15 years' teaching experience in Africa and Asia. The book is designed to present the main issues of language in mathematics teaching, and is therefore not a highly technical work. Chapters included are: (1) "Introduction: Is Mathematics a Language?"; (2) "The Development of Formal Thought through Language: Piaget vs. Vygotsky"; (3) "Concepts" (discussing research on how the naming of concepts affects the learning of those concepts); (4) "Logical Connectives"; (5) "Problem Solving"; (6) "Correlational Studies" (describing the relationships between mathematical ability and language skills); (7) "The Whorf Hypothesis" (summarizing the results of hypothesis testing); (8) "Bilingual Education" (discussing the effects of bilingual education on mathematics learning); (9) "The Alphabet Effect" (discussing the effects of written language on logic and on learning); (10) "Sociolinguistics in the Classroom"; (11) "Ethnomathematics" (discussing the influence of cultural factors on mathematics and mathematics education); and (12) "Applications and Conclusions." (YP)

Six lessons about school mathematics, and its history, are drawn from the analyses of the 11 extraordinary cyphering books. These lessons relate to: (a) the intended curriculum that the abbaco and Sacrobosco traditions, and the British and North American textbook authors, defined for school mathematics during the period 1600 through 1880; (b) the implemented curriculum, as evidenced by entries in cyphering books; (c) the lack of hard data with respect to the attained curriculum–that is to say, with respect to what was actually learned by students during the cyphering era; (d) the remarkable value that many students placed upon their cyphering books; (e) the ethnomathematical circumstances which surrounded the preparation of the extraordinary cyphering books; and (f) the educational significance of qualitative differences between British and North American cyphering books. [ABSTRACT FROM AUTHOR]

One cannot talk about equity these days without being politically correct. In fact, in the United States, ˵equity″ has become an empty signifier manipulated in/through discourse (Dixon-Román, in press). For example, although many use ˵the achievement gap″ as an important call for school accountability around needed resources and additional support for marginalized students, (e.g., Education Trust 2005), such discourse has done little more than replace ˵the culture of poverty″ in the latest of deficit frameworks. That is, while equity issues are becoming more mainstream in the mathematics education community, theoretical framings continue to reflect equality rather than justice, static identities of teachers and students rather than multiple, fluid, or contradictory ones (Gutiérrez 2002, 2007; Martin 2009) and schooling rather than education. Whenever words like ˵quality,″ ˵democracy,″ and ˵equity″ are used, we must first unpack what these terms mean and then examine who benefits from the definitions employed. [ABSTRACT FROM AUTHOR]