This chapter is both an overview of and a reflection on the findings in the previous chapters.Specifically, the chapter has four parts. First, it presentssome generalizations based on both the theoretical analysis and the critical review of equity-related literature that were presented in Part I of the book. Second, it revisits the multilevel math education activity system from a cross-layer perspective. Third, it presents an overview of the analysis of TIMSS data in Part II. Fourth, it presents my personal reflection on how to proceed towards equity-in-quality in math education.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Engeström, Y. (1999). Activity theory and individual and social transformation. In Y. Engeström, R. Miettinen, & R. -L. Punamaki (Eds.), Perspctives on activity theory (pp. 19–38). Cambridge: Cambridge University Press.
UNESCO. (2000). The Dakar Framework for Action: Education for All – Meeting our Collective Commitments. World Education Forum, Dakar, Senegal, 26–28 April. http://www.unesco.org/education/efa/ed-for-all/dakfram_eng.shtml
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
Copyright information
© 2009 Springer-Verlag US
About this chapter
Cite this chapter
Jurdak, M. (2009). Epilogue. In: Toward Equity in Quality in Mathematics Education. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-0558-1_12
Download citation
DOI: https://doi.org/10.1007/978-1-4419-0558-1_12
Published:
Publisher Name: Springer, Boston, MA
Print ISBN: 978-1-4419-0557-4
Online ISBN: 978-1-4419-0558-1
eBook Packages: Humanities, Social Sciences and LawEducation (R0)