The country math education activity system links to the global activity system by playing the role of ‘subject’in the latter. However, the hierarchical relationship between the two systems is not strong because it is not based on authority as is the case between the country and the school. This results in a socially loose activity system at the global level.
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
Jurdak, M. E. (1989). Religion and language as culture carriers and barriers in mathematics education. In C. Kietel (Ed.), Mathematics, education and society (science and technology education, Document Series No. 35) (pp. 12–14). Paris: UNESCO.
Stevenson, H., Lee, S., & Stigler, J. (1986). Mathematics achievement of Chinese, Japanese, and American Children. Science, 231, 693–699.
Stigler, J., & Hiebert, J. (1999). The Teaching gap: Best ideas from the world’s teachers for improving education in the class room. New York: Free Press.
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). The Global Context. In: Toward Equity in Quality in Mathematics Education. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-0558-1_6
Download citation
DOI: https://doi.org/10.1007/978-1-4419-0558-1_6
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)