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Which Way Social Justice in Mathematics Education? Edited by Leone Burton INTERNATIONAL PERSPECTIVES ON MATHEMATICS EDUCATION Leone Burton, Series Editor PRAEGR Westport, Connection London Library of Congress Cataloging-in-Publication Data Which way social justice in mathematics education? / edited by Leone Burton. p. cm.—(International perspectives on mathematics education, ISSN 1530-3993) Includes bibliographical references and index. ISBN 1-56750-680-1 (alk. paper) 1. Mathematics—Study and teaching—Social aspects. I. Burton, Leone, 1936- II. Series. QA11.2.W45 2003 510'.71— dc21 2002030739 British Library Cataloguing in Publication Data is available. Copyright © 2003 by Leone Burton All rights reserved. No portion of this book may be reproduced, by any process or technique, without the express written consent of the publisher. Library of Congress Catalog Card Number: 2002030739 ISBN: 1-56750-680-1 ISSN: 1530-3993 First published in 2003 Praeger Publishers, 88 Post Road West, Westport, CT 06881 An imprint of Greenwood Publishing Group, Inc. www.praeger.com Printed in the United States of America The paper used in this book complies with the Permanent Paper Standard issued by the National Information Standards Organization (Z39.48-1984). 10 9 8 7 6 5 4 3 2 1 In the hope, but not the expectation, that the issues dealt with in this book will no longer be a concern for Samuel Jonathan, and other new arrivals, developing and facing the pleasures and demands of learning mathematics. This page intentionally left blank Contents Figures and Tables Series Editor's Preface Introduction Leone Burton ix xiii xv I. Setting the Scene 1 1. What Is a Gender-Sensitive Mathematics Classroom? Helga Jungwirth 3 2. Some Directions for Research on Equity and Justice in Mathematics Education Laurie E. Hart 27 3. Teaching and Learning Mathematics: Can the Concept of Citizenship Be Reclaimed for Social Justice? Hilary Povey 51 4. Mothers Returning to Study Mathematics: The Development of Mathematical Authority through Evolving Relationships with Their Children Christine Brew II. What Does Social Justice Mean in Classrooms? 5. Opportunity to Learn Mathematics among Aymara-, Quechua-, and Spanish-Speaking Rural and Urban Fourth- and FifthGraders in Puno, Peru Walter G. Secada, Santiago Cueto, and Fernando Andrade 65 101 103 VIII cONTENTSa 6. Teachers' Beliefs about Teaching Mathematics to Students from Socially Disadvantaged Backgrounds: Implications for Social Justice Robyn Zevenbergen 7. Gender-Related Differences in Working Style during Cooperative Learning in Secondary School Mathematics: A Malawian Case Study Panji Catherine Chamdimba 8. Choosing Maths/Doing Gender: A Look at Why There Are More Boys Than Girls in Advanced Mathematics Classes in England Heather Mendick 9. Constructing Difference: Assessment in Mathematics Education Dylan Wiliam 133 153 169 189 10. First Results of a Study of Different Mathematical Thinking Styles of Schoolchildren Rita Borromeo Ferri and Gabriele Kaiser 209 11. Mathematics Participation, Achievement, and Attitudes: What's New in Australia? Helen J. Forgas z, Gilah C. Leder, and Jan Thomas 241 III. Computers and Mathematics Learning 261 12. Toys for Boys? Leigh Wood, Dubravka Viskic, and Peter Petocz 263 13. Computers in Mathematics: A Superhighway to Social Justice? Colleen M. Vale 277 Index 303 About the Contributors 313 Figures and Tables FIGURE 2.1 Multilevel Framework for Analyzing Mathematics Socialization and Identity among African Americans: Key T