Toward Equity in Quality in Mathematics Education

Part I Equity in Quality in Mathematics Education: Contexts and Perspectives 1 My Journey Towards Equity in Quality 1.1 The Nineteen Fifties: The School Years 1.2 The Nineteen Sixties: The University Years 1.3 The Start of a Career in Mathematics Education 1.4 The Nineteen Eighties: The Beginning of the Social Turn 1.5 The Nineteen Nineties: Problem Solving in School and Outside 1.6 The Present: Reflecting on the Past and Looking Ahead 2 Historical Evolution of Equity and Quality in Math Education and in Education 2.1 The Evolution of Educational Equity and Quality 2.1.1 The Fifties and Sixties 2.1.2 The Seventies 2.1.3 The Eighties 2.1.4 The Nineties 2.1.5 The First Decade of the Twenty-First Century 2.2 The Evolution of Equity and Quality in Mathematics Education Literature 2.2.1 The Fifties and Sixties 2.2.2 The Seventies 2.2.3 The Eighties 2.2.4 The Nineties 2.3 The Evolution of Equity and Quality in Mathematics Education in ICMI and PME Activities 2.3.1 ICMI Studies 2.3.2 The ICME Congresses 2.3.3 The PME Annual Conferences 2.4 Conclusion 3 Equity in Quality: Towards a Theoretical Framework 3.1 Quotations 3.1.1 Quotation 1: Inside and Outside School 3.1.2 Quotation 2: In the Same Classroom 3.1.3 Quotation 3: Inside and Outside a Country 3.1.4 Quotation 4: Across Countries 3.2 Equity and Quality in the School as a Production System 3.2.1 The School as a Production System 3.2.2 Equity in the Production System 3.2.3 Quality in the Production System 3.2.4 Re-visiting the Quotations from the Perspective of the Production System 3.2.5 Comments on Equity and Quality in the School as a Production System 3.3 Activity Theory and Mathematics Education 3.3.1 Activity Theory 3.3.2 Activity System 3.3.3 Mathematics Education as an Activity System 3.3.4 Mathematics Education as a Nested Hierarchical Complex Activity System 3.4 Equity and Quality in the Activity System 3.4.1 Equity in the Activity System 3.4.2 Quality in the Activity System 3.4.3 The Activity System and the Social-Cultural-Political Nature of Math Education 3.4.4 Re-visiting the Quotations from the Perspective of Activity System 4 The School Context 4.1 Math Education System at the School Level: Factors and Their Attributes 4.1.1 Mathematics Learning 4.1.2 Student 4.1.3 Classroom Community 4.1.4 Mediating Artifacts 4.1.5 Division of Labor 4.1.6 Rules 4.2 Interactions and Inequities: Two Examples 4.3 Inequities Related to Student, Mediating Artifacts, and Division of Labor Interactions 4.3.1 Student Personal Traits and Mathematics Mediating Artifacts in the Classroom 4.3.2 Student Socioeconomic Background and Mathematics Mediating Artifacts in the Classroom 4.3.3 Student Cultural Background and Mathematics Mediating Artifacts in the Classroom 4.3.4 Distribution of Labor and Classroom Community 4.4 Inequities Related to Student, Classroom, and Mathematics Achievement Interactions 4.4.1 Gender and Mathematics Achievement 4.4.2 Student Socioeconomic Background and Mathematics Achievement 4.4.3 Student Cultural Background and Mathematics Achievement 4.4.4 Student Perceptions of Self in Relation to the Class Community and Mathematics Achievement 4.4.5 Classroom Practices and Mathematics Achievement 4.5 Inequities Related to School Policies and Sociocultural Context 4.6 Concluding Remarks 5 The National Context 5.1 Math Education System at the National Level: Factors and Their Attributes 5.1.1 School 5.1.2 Educational System Community 5.1.3 Division of Labor 5.2 Interactions and Inequities: An Example 5.3 Inequities Related to School, Education School System, and Mediating Artifacts
About the Author:

After obtaining his PhD in mathematics education in 1973 from the University of Wisconsin-Madison, the Dr. Jurdak joined the American University of Beirut where he is currently a professor of mathematics education. He has published articles in leading international mathematics education journals and chapters in edited international books and has been a frequent contributor to international and regional mathematics education conferences. He has also been a consultant to Arab governments and international and regional foundations. His current research interests include problem solving in and outside school and equity and quality in mathematics education.