Equity, mathematics and classroom practice: Developing rich mathematical experiences for disadvantaged students

Jorgenson, Robyn and Niesche, Richard (2008) Equity, mathematics and classroom practice: Developing rich mathematical experiences for disadvantaged students. Australian Primary Mathematics Classroom, 13 4: 21-27.

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Author Jorgenson, Robyn
Niesche, Richard
Title Equity, mathematics and classroom practice: Developing rich mathematical experiences for disadvantaged students
Journal name Australian Primary Mathematics Classroom
ISSN 1326-0286
Publication date 2008
Sub-type Article (original research)
Volume 13
Issue 4
Start page 21
End page 27
Total pages 7
Place of publication Adelaide, Australia
Publisher Australian Association of Mathematics Teachers
Language eng
Abstract A brief narrative description of the journal article, document, or resource. 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.
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Unknown

Document type: Journal Article
Sub-type: Article (original research)
Collection: School of Education Publications
 
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Created: Wed, 16 Feb 2011, 09:30:12 EST by Claire Backhouse on behalf of School of Education