id: 06514349
dt: j
an: 2016a.00177
au: Jorgensen (Zevenbergen), Robyn; Lowrie, Tom
ti: What have we achieved in 50 years of equity in school mathematics?
so: Int. J. Math. Teach. Learn. 2015, 18 p., electronic only (2015).
py: 2015
pu: Centre for Innovation in Mathematics Teaching (CIMT) at Plymouth
University, Plymouth; Mathematics Education Department at College of
Nyíregyháza, Nyíregyháza
la: EN
cc: C60 C30 A30
ut: equal education; achievement; national programs; testing programs;
socioeconomic background; social differences; numeracy; educational
history; social capital; rural-urban differences; mathematics tests
ci:
li: http://www.cimt.plymouth.ac.uk/journal/jorgensen.pdf
ab: Summary: This paper explores the relationship between social backgrounds
and geographical locations with mathematical achievement. Using the
national testing system in Australia, correlations between the
variables were explored and it was found that students from rural and
low SES backgrounds are still being marginalised in school mathematics
‒ in terms of their success. This is despite 50 years since the first
critical sociology of education noted the structural inequalities of
education. For the authors this creates a challenge for researchers to
consider better ways to understand the factors that may be impacting on
mathematical achievement, particularly for those target groups within
our study. The work of Bourdieu is used to frame the paper.
rv: