High Achievement in Mathematics Education in India: A Report from Mumbai

Autor/in	Raman, Manya
Titel	High Achievement in Mathematics Education in India: A Report from Mumbai
Quelle	In: Journal of Mathematics Education at Teachers College, 1 (2010) 2, S.46-51 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-1400
Schlagwörter	Foreign Countries; Mathematics Achievement; High Achievement; Cultural Influences; Mathematics Instruction; Elementary Secondary Education; Teaching Methods; Urban Schools; Rural Schools; Context Effect; India + Suchen Sie Ihr Suchwort? Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Cultural influence; Kultureinfluss; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; Indien
Abstract	This paper reports a study aimed at characterizing the conditions that lead to high achievement in mathematics in India. The study involved eight schools in the greater Mumbai region. The main result of the study is that the notion of high achievement itself is problematic, as reflected in the reports about mathematics achievement within and outside India as well as the complexities of a school system which, despite democratic ideals, has difficulty serving the needs of all students. This study provides snapshots of three mathematics classes that embody some of these complexities to provide a balanced account of conditions that either support or detract from the goal of high achievement in India. (As Provided).
Anmerkungen	Program in Mathematics and Education, Teachers College, Columbia University. 525 West 120th Street Box 210-M, New York, NY 10027. Web site: http://www.tc.columbia.edu/jmetc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01