Suchergebnisse

This study focused on how and why secondary school mathematics teachers might situate real-world equity issues in their lessons. Real-world equity issues in the context of mathematics education are real-world issues which might be critically examined in the mathematics lesson and so encourage pupils to be democratic citizens who are critically literate through mathematics. The first phase of the study involved data collection through semi-structured interviews with eight teachers to learn about teachers' mathematical beliefs. Four of the participants had mathematics degrees and the others had degrees in other disciplines. An adapted version of Ernest's model of mathematics-related belief systems was used as card sort prompts for the interview. The second phase of the study collected data from observing the participants teach a mathematics lesson in which they situated real-world equity issues. It also gathered data on the participants' reflections of the lesson. The data formed the basis of eight case studies. In order to identify the different ways in which real-world equity issues can be situated in the mathematics classroom, data from the lesson observations and teachers' reflections were used to address the question: 'How might secondary school mathematics teachers situate real-world equity issues in their lessons?'. The data was analysed by identifying the areas of the curriculum addressed in the lesson, and Skovsmose's Milieus of Learning matrix was used as a framework to analyse the structure of the lesson. Data from interviews and teachers' reflections were used to address the question: 'Why might secondary school mathematics teachers situate real-world equity issues in their lessons?'. Ernest's model of mathematics-related belief systems was used to analyse the interview data and identify what motivated teachers to situate real-world equity issues in their lessons in the way they did. As the cohort comprised of mathematics teachers with mathematics degrees and degrees from other disciplines, the study ...

First published in 1997, this study reveals the forces of nationalism and internationalism at work side by side in the populous and volatile regions of South and East Asia which make up the 11 chapters of this volume. They cover regional security, political economy, territorial disputes and national unification. Problems such as those of Cambodia and the nuclearization of India, Pakistan and North Korea create serious international concern, while unresolved regional issues force nationalistic and military conflict. The irresistible popular pressure for economic integration with the global system, often without any corresponding commitment to political freedom, underlies it all. The cumulative effect of these diverse processes creates an explosive mix of international rivalries and national revolutions which raises the question of the possible arrival of the Asian Century'.

"The viability of the Uniform Civil Code (UCC) has always been a bone of contention in socially and politically plural South Asia. It is entangled within the polemics of identity politics, minority rights, women's rights, national integration, uniform citizenry and, of late, global Islamic politics and universal human rights. While champions of each category view the issue from their own perspectives, making the debate extremely complex, this book takes up the challenge of providing a holistic political analysis.As most of the South Asian states today subscribe to a decentralised view and share a common history, this study is an excellent comparative analysis of the applicability of the UCC. In this work, India figures prominently, being the most plural and vibrant democracy, as well as accounting for almost three-fourths of the region's population. This provides the backdrop for an analysis of the other states in the region.This second edition will be indispensable for scholars, researchers and students of law, political science and South Asian Studies, apart from the general reader interested in contemporary South Asia."--Provided by publisher.