‘What is Ours and What is Not Ours?’: Inclusive Imaginings of Contextualized Mathematics Teacher Education

dc.contributor.author	Luitel, Bal Chandra
dc.contributor.author	Taylor, Peter
dc.contributor.editor	K Tobin
dc.contributor.editor	C Milne
dc.date.accessioned	2017-01-30T10:59:01Z
dc.date.available	2017-01-30T10:59:01Z
dc.date.created	2011-03-17T20:01:40Z
dc.date.issued	2010
dc.identifier.citation	Luitel, Bal Chandra and Taylor, Peter Charles. 2010. ‘What is Ours and What is Not Ours?’: Inclusive Imaginings of Contextualized Mathematics Teacher Education, in Tobin, K. and Milne, C. (ed), Cultural Studies of Science Education Volume 3, pp. 385-408. The Netherlands: Springer.
dc.identifier.uri	http://hdl.handle.net/20.500.11937/7321
dc.description.abstract	How can we address the problem of culturally decontextualised mathematics education faced by Nepali students who, as citizens of the world’s most recent democracy, are far from realising the positive contribution of mathematics education to the development of a socially just, egalitarian and pluralist society?
dc.publisher	Springer
dc.title	‘What is Ours and What is Not Ours?’: Inclusive Imaginings of Contextualized Mathematics Teacher Education
dc.type	Book Chapter
dcterms.source.startPage	385
dcterms.source.endPage	408
dcterms.source.title	Cultural Studies of Science Education Volume 3
dcterms.source.isbn	9789048139286
dcterms.source.place	Dordrecht, The Netherlands
dcterms.source.chapter	39
curtin.department	Science and Mathematics Education Centre (Research Institute)
curtin.accessStatus	Fulltext not available