Toward Equity in Quality in Mathematics Education

Part I Equity in Quality in Mathematics Education: Contexts and Perspectives 1 My Journey Towards Equity in Quality 1.1 The Nineteen Fifties: The School Years1.2 The Nineteen Sixties: The University Years1.3 The Start of a Career in Mathematics Education1.4 The Nineteen Eighties: The Beginning of the Social Turn 1.5 The Nineteen Nineties: Problem Solving in School and Outside1.6 The Present: Reflecting on the Past and Looking Ahead 2 Historical Evolution of Equity and Quality in Math Education and in Education2.1 The Evolution of Educational Equity and Quality2.1.1 The Fifties and Sixties2.1.2 The Seventies2.1.3 The Eighties2.1.4 The Nineties2.1.5 The First Decade of the Twenty-First Century2.2 The Evolution of Equity and Quality in Mathematics Education Literature 2.2.1 The Fifties and Sixties 2.2.2 The Seventies 2.2.3 The Eighties 2.2.4 The Nineties 2.3 The Evolution of Equity and Quality in Mathematics Education in ICMI and PME Activities 2.3.1 ICMI Studies 2.3.2 The ICME Congresses 2.3.3 The PME Annual Conferences 2.4 Conclusion 3 Equity in Quality: Towards a Theoretical Framework 3.1 Quotations 3.1.1 Quotation 1: Inside and Outside School 3.1.2 Quotation 2: In the Same Classroom 3.1.3 Quotation 3: Inside and Outside a Country 3.1.4 Quotation 4: Across Countries 3.2 Equity and Quality in the School as a Production System 3.2.1 The School as a Production System 3.2.2 Equity in the Production System 3.2.3 Quality in the Production System 3.2.4 Re-visiting the Quotations from the Perspective of the Production System 3.2.5 Comments on Equity and Quality in the School as a Production System 3.3 Activity Theory and Mathematics Education3.3.1 Activity Theory 3.3.2 Activity System 3.3.3 Mathematics Education as an Activity System3.3.4 Mathematics Education as a Nested Hierarchical Complex Activity System 3.4 Equity and Quality in the Activity System3.4.1 Equity in the Activity System3.4.2 Quality in the Activity System 3.4.3 The Activity System and the

After obtaining his PhD in mathematics education in 1973 from the University of Wisconsin-Madison, the Dr. Jurdak joined the American University of Beirut where he is currently a professor of mathematics education. He has published articles in leading international mathematics education journals and chapters in edited international books and has been a frequent contributor to international and regional mathematics education conferences. He has also been a consultant to Arab governments and international and regional foundations. His current research interests include problem solving in and outside school and equity and quality in mathematics education.