id: 06475947
dt: j
an: 2015e.00212
au: Schuchart, Claudia; Buch, Susanne; Piel, Sarah
ti: Characteristics of mathematical tasks and social class-related achievement
differences among primary school children.
so: Int. J. Educ. Res. 70, 1-15 (2015).
py: 2015
pu: Elsevier, Amsterdam
la: EN
cc: C60 D70 F90
ut: social inequality; mathematics classroom; word problems; mathematical
tasks; primary school; real-life problems
ci:
li: doi:10.1016/j.ijer.2014.12.002
ab: Summary: Children from socially disadvantaged backgrounds are less
successful in mathematics classes than more privileged children. Based
on the theoretical work of {\it P. Bourdieu} [Distinction. A social
critique of the judgement of taste. London: Routledge \& Kegan Paul
(1987)] we assumed that class differences in mathematics tests can be
related to the presence of everyday knowledge in a mathematical task:
Due to their “habitus” acquired via socialization, working-class
children might be more often misled by references to the real world
than service-class children and therefore answer the word problem
incorrectly. We asked 473 year-3 pupils and 360 year-4 pupils in nine
primary schools to answer mathematical items which varied only with
regard to whether items were embedded in experience-based contexts
(“realistic”) or not (“pure”). Our findings indicate that
correct response rates of working-class and service-class children were
not systematically related to item context. Since the impact of social
class on correct response rates varies significantly among classes for
realistic test scores, but only to a minor extent for purely
mathematical test scores, further studies should focus on the
differential impact of classroom instruction on mathematics achievement
of children with different social backgrounds.
rv: