A Study of Equity in Mathematics Education: Lessons from Japan for U.S. Teacher Preparation

Autor/in	Furuto, Linda H. L.
Titel	A Study of Equity in Mathematics Education: Lessons from Japan for U.S. Teacher Preparation
Quelle	In: International Journal for Mathematics Teaching and Learning, (2015), (33 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1473-0111
Schlagwörter	Foreign Countries; Mathematics Education; Equal Education; Educational Change; Privatization; Mathematics Achievement; Elementary School Mathematics; Preadolescents; Teacher Education Programs; Tutoring; Test Preparation; Public Sector; Private Sector; Statistical Significance; Regression (Statistics); Qualitative Research; Comparative Education; Supplementary Education; Curriculum Design; Statistical Analysis; Surveys; Japan; United States; Program for International Student Assessment; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Ausland; Mathematische Bildung; Bildungsreform; Privatisation; Privatisierung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Elementare Mathematik; Schulmathematik; Pre-adolescence; Präadoleszenz; Förderkonzept; Nachhilfeunterricht; Öffentlicher Sektor; Privater Sektor; Regression; Regressionsanalyse; Qualitative Forschung; Vergleichende Erziehungswissenschaft; Ergänzungsunterricht; Lehrplangestaltung; Statistische Analyse; Survey; Umfrage; Befragung; USA
Abstract	This study comes at an opportune moment for Japanese and U.S. educators, policymakers, and researchers given the trends of global policy and equity-based reform. Discussions of academic achievement in both societies allow us to examine accessibility in mathematics education in order to best prepare teachers to serve the needs of students. Quantitative and qualitative analyses were employed to answer the underlying research question, how does privatization affect equity in mathematics achievement as observed in upper-level Japanese elementary schools? The students and sites were selected because of the turning point in educational paradigms that occurs during the schooling of preadolescents, including shifts in the types of instruction received and academic performance expectations. The contextual background then leads to a discussion on implications for teacher preparation programs in the U.S., where a culture of privatized education has emerged of academic tutoring and test preparation. The increasing public and private sector disparities serve as an urgent call to address issues of equity in both nations. (As Provided).
Anmerkungen	Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail: feedback@cimt.org.uk; Web site: http://www.cimt.plymouth.ac.uk/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01