
05760194
j
2011a.00275
Jorgensen (Zevenbergen), Robyn
Niesche, Richard
Equity, mathematics and classroom practice: developing rich mathematical experiences for disadvantaged students.
Aust. Prim. Math. Classr. 13, No. 4, 2127 (2008).
2008
Australian Association of Mathematics Teachers (AAMT), Adelaide, SA
EN
C60
social bias
teacher attitudes
equal education
disadvantaged youth
educational environment
social justice
teacher expectations of students
educational quality
cooperative learning
questioning techniques
group dynamics
teacher role
student role
http://www.aamt.edu.au/Webshop/Entirecatalogue/AustralianPrimaryMathematicsClassroom
Summary: For many students, the experience of school mathematics is not a positive one. Processes of exclusion operate to disadvantage students along social class, race and gender lines. For students from backgrounds that are not part of the success regime, significant scaffolding by teachers is needed if they are to be successful. In this article, the authors discuss two key factors that shape the learning environments for learning mathematics. The authors also propose a number of features of a more inclusive pedagogy that they believe will work toward more equitable outcomes for all students. (ERIC)