Arindam Bose – författare
2 115 kr
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730 kr
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This book looks at education reforms, planning and policy through an exploration of the Yash Pal Committee report (1993) in India, which made recommendations to improve the quality of learning while reducing cognitive burden on students.
It analyses the wide-ranging impact the report had on curriculum, pedagogy, teacher education reforms and the national policy on education. The book examines the legacy of the report, tracing the various deliberations and critical engagements with issues around literacy, language and mathematics learning, curriculum reforms and classroom practices, assessment and evaluation. It reviews contemporary developments in research on learning in diverse disciplines and languages through the lens of the recommendations made by the Learning without Burden report while engaging with challenges and systemic issues which limit inclusivity and access to quality education.
Drawing on extensive research and first-hand academic and teaching experience, this book will attract attention and interest of students and researchers of educational policy and analysis, linguistics, sociology and South Asian studies. It will also be of interest to policy makers, think tanks and civil society organisations.
730 kr
Läs direkt efter köp
This book looks at education reforms, planning and policy through an exploration of the Yash Pal Committee report (1993) in India, which made recommendations to improve the quality of learning while reducing cognitive burden on students.
It analyses the wide-ranging impact the report had on curriculum, pedagogy, teacher education reforms and the national policy on education. The book examines the legacy of the report, tracing the various deliberations and critical engagements with issues around literacy, language and mathematics learning, curriculum reforms and classroom practices, assessment and evaluation. It reviews contemporary developments in research on learning in diverse disciplines and languages through the lens of the recommendations made by the Learning without Burden report while engaging with challenges and systemic issues which limit inclusivity and access to quality education.
Drawing on extensive research and first-hand academic and teaching experience, this book will attract attention and interest of students and researchers of educational policy and analysis, linguistics, sociology and South Asian studies. It will also be of interest to policy makers, think tanks and civil society organisations.
619 kr
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548 kr
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1 846 kr
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2 303 kr
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This edited volume examines ethnomathematics conceptions, pedagogical practices, and research from international perspectives in times of local and global challenges. The book explores connections between mathematical, cultural, political, and social practices toward more inclusive, holistic, creative, transdisciplinary and critical ways of engaging with knowledge and mathematical actions in society. In this edited book, the authors explore how ethnomathematics supports transformation of educational systems toward regaining cultural reclamation and self-confidence, challenges colonial logics for decolonizing and Indigenizing mathematics education, and engages with actions for critical and social justice issues.
1 846 kr
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548 kr
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668 kr
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This book considers some of the outstanding questions regarding language and communication in the teaching and learning of mathematics – an established theme in mathematics education research, which is growing in prominence. Recent research has demonstrated the wide range of theoretical and methodological resources that can contribute to this area of study, including those drawing on cross-disciplinary perspectives influenced by, among others, sociology, psychology, linguistics, and semiotics.
Examining language in its broadest sense to include all modes of communication, including visual and gestural as well as spoken and written modes, it features work presented and discussed in the Language and Communication topic study group (TSG 31) at the 13th International Congress on Mathematical Education (ICME-13). A joint session with participants of the Mathematics Education in a Multilingual and Multicultural Environment topic study group (TSG 32) enhanced discussions, which are incorporated in elaborations included in this book.
Discussing cross-cutting topics it appeals to readers from a wide range of disciplines, such as mathematics education and research methods in education, multilingualism, applied linguistics and beyond.