Toward a socio-spatial framework for urban mathematics education scholarship
Tipo de documento
Autores
Lista de autores
Bullock, Erika y Larnell, Gregory.
Resumen
The purpose of this paper is to re-engage the task of conceptualizing urban mathematics education by proposing a theoretical framework for scholarship, policy, and practice in urban mathematics education. The authors engage scholarship in mathematics education, urban education, critical geography, and urban sociology to consider a socio-spatial framework for urban mathematics education, which includes a visual schematic that locates mathematics teaching and learning—vis-à-vis a now-classic math-instructional triad—within a system of socio-spatial considerations relevant to urban contexts in the United States. The authors also consider the potential for such a framework for considering a more global perspective of urban within mathematics education scholarship.
Fecha
2015
Tipo de fecha
Estado publicación
Términos clave
Educación Matemática crítica | Gestión y calidad | Historia de la Educación Matemática | Política educativa | Teorías sociológicas
Enfoque
Nivel educativo
Educación secundaria básica (12 a 16 años) | Educación superior, formación de pregrado, formación de grado
Idioma
Revisado por pares
Formato del archivo
Usuario
Título libro actas
Proceedings of the eighth international mathematics education and society conference (volumen 3)
Editores (actas)
Lista de editores (actas)
Greer, Brian y Mukhopadhyay, Swapna
Editorial (actas)
Lugar (actas)
Rango páginas (actas)
712 - 722
Referencias
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