Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/36866

A study of equity in mathematics education: Lessons from Japan for U.S. teacher preparation

Item Summary

dc.contributor.author Furuto, Linda
dc.date.accessioned 2015-09-10T05:21:33Z
dc.date.available 2015-09-10T05:21:33Z
dc.date.issued 2015
dc.identifier.uri http://hdl.handle.net/10125/36866
dc.description.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 contextual background 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.
dc.language.iso en-US
dc.publisher International Journal for Teaching and Learning Mathematics
dc.title A study of equity in mathematics education: Lessons from Japan for U.S. teacher preparation
dc.type Article
dc.type.dcmi Text
Appears in Collections: Furuto, Linda H.L.


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