
06494825
j
2015f.00205
Lord, Ems
Whisper maths.
Math. Teach. (Derby) 238, 2830 (2014).
2014
Association of Teachers of Mathematics (ATM), Derby
EN
C52
C72
D42
D72
teaching
behaviour
participation
invisible students
classroom conversation
communication
learning problems
self concept
affective variables
motivation
gender differences
women and mathematics
experience reports
Summary: The author describes an attempt to engage with `invisible learners'. In classrooms often learners go unnoticed. There are many reasons for this. Here, a group of girls were `invisible' in the mathematics classroom, and this invisibility seemed to have an impact on their learning. Clearly some form of intervention was needed, but intervention that would impact on the way in which these pupils `behaved' as they learned.