Gender, Science and Mathematics
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Gender, Science and Mathematics : Shortening the Shadow

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Description

Throughout the Western world, the relationship between gender, science and math- ematics has emerged as critical in a variety of contexts. In tertiary institutions, the study of "gender issues", frequently with reference to science and mathematics, is of central significance to many disciplines. Gender studies are being offered as sepa- rate courses or parts of existing courses in preservice and postgraduate teacher edu- cation, women's studies, technology studies and policy studies. In addition, in the broader context of education at all levels from primary/elementary through to higher, concerned policy-makers and practitioners frequently focus on the interaction of gender, science and mathematics in their attempts to reform and improve education for all students. In all of these contexts, there is an urgent need for suitable texts, both to provide resources for teachers and students and to inform policy-makers and practitioners. This book has been developed specifically to meet this need. It is designed to be used throughout the world in a variety of tertiary courses and by policy-makers concerned with activities which interface with the gender/science/mathematics rela- tionship. It provides examples which illustrate vividly the rich field from which practitioners and policy-makers in this area now can draw. Its particular appeal will stem from its practical approach and creative future perspective, the international renown of the authors and the generalisability of the recent research and thinking presented in each of the chapters.
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Product details

  • Paperback | 230 pages
  • 154.94 x 233.68 x 15.24mm | 317.51g
  • Dordrecht, Netherlands
  • English
  • Softcover reprint of the original 1st ed. 1996
  • 18 Tables, black and white; XV, 230 p.
  • 0792335821
  • 9780792335825

Table of contents

Introduction and overview; L.H. Parker, et al. I: Confronting perceptions and attitudes. 1. Science in a masculine straightjacket; J. Harding. 2. Towards a gender-inclusive science in schools: confronting student teachers' perceptions and attitudes; S.M. Haggerty. 3. Examining and extending young children's views of science and scientists; T. Jarvis. 4. Gender justice and the mathematics curriculum: four perspectives; S. Willis. 5. Revealing assumptions: problematising research on gender and mathematics and science education; J. Johnston, M. Dunne. II: The reality of schools, classrooms, curriculum and assessment. 6. Under cover of night: (re)gendering mathematics and science education; T. Evans. 7. Patterns of science achievement: international comparisons; J.P. Keeve, D. Kotte. 8. Equity in the mathematics classroom: beyond the rhetoric; G.C. Leder. 9. Assessment practices and gender in science; P.F. Murphy. 10. Gender equity and the enacted science curriculum; K. Tobin. 11. Equitable science education: a discrepancy model; J.B. Kahle. III: From policy to practice - building on experience. 12. The role of credible communicators in implementing gender-equity initiatives; T.R. Koballa Jr. 13. Sharing science: primary science for both teachers and pupils; D. Jorde, A. Lea. 14. `Do you know anyone who builds skyscrapers?' SOS - skills and opportunities in science for girls; B. Farmer. 15. The politics and practice of equity: experiences from both sides of the Pacific; N. Kreinberg, S. Lewis. 16. Informing teaching and research in science education through gender equity initiatives; L. Rennie, et al.
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