Challenging Inequity in Mathematics Education by Making Pedagogy More Visible to Learners

Autor/inn/en	Wright, Pete; Fejzo, Alba; Carvalho, Tiago
Titel	Challenging Inequity in Mathematics Education by Making Pedagogy More Visible to Learners
Quelle	In: International Journal of Mathematical Education in Science and Technology, 53 (2022) 2, S.444-466 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wright, Pete)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2020.1775320
Schlagwörter	Equal Education; Mathematics Education; At Risk Students; Teaching Methods; Program Effectiveness; Mathematics Achievement; Disadvantaged Youth; Social Justice; Grade 7; Student Attitudes; Problem Solving; Cooperative Learning; Misconceptions; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Mathematische Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Benachteiligter Jugendlicher; Soziale Gerechtigkeit; School year 07; 7. Schuljahr; Schuljahr 07; Schülerverhalten; Problemlösen; Kooperatives Lernen; Missverständnis; Ausland
Abstract	This paper reports on initial findings from the Visible Maths Pedagogy research project, a collaboration between an academic researcher and two teacher researchers (the paper's authors). The aim of the project was to explore the effects of making pedagogy more visible on students' success in school mathematics. We adopted a Participatory Action Research methodology to plan and evaluate five strategies used alongside 'progressive' teaching approaches to make the teacher's pedagogical rationale more visible to learners. Our findings show that students, particularly those from disadvantaged backgrounds, were initially prone to misinterpret the intentions of the teacher. However, the five strategies helped students gain a greater appreciation of the teacher's pedagogical rationale and how to respond appropriately. We discuss the implications of these findings for enabling all students to access the benefits of progressive teaching approaches and for opening up to scrutiny what it means to be a successful learner of mathematics. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01