Equity, Mathematics and Classroom Practice: Developing Rich Mathematical Experiences for Disadvantaged Students

Autor/inn/en	Jorgensen, Robyn Zevenbergen; Niesche, Richard
Titel	Equity, Mathematics and Classroom Practice: Developing Rich Mathematical Experiences for Disadvantaged Students
Quelle	In: Australian Primary Mathematics Classroom, 13 (2008) 4, S.21-27 (7 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1326-0286
Schlagwörter	Social Bias; Teacher Attitudes; Mathematics Education; Equal Education; Disadvantaged Youth; Mathematics Instruction; Educational Environment; Social Justice; Teacher Expectations of Students; Educational Quality; Cooperative Learning; Questioning Techniques; Group Dynamics; Teacher Role; Student Role + Suchen Sie Ihr Suchwort? Lehrerverhalten; Mathematische Bildung; Benachteiligter Jugendlicher; Mathematics lessons; Mathematikunterricht; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Soziale Gerechtigkeit; Quality of education; Bildungsqualität; Kooperatives Lernen; Befragungstechnik; Fragetechnik; Gruppendynamik; Lehrerrolle
Abstract	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. (ERIC).
Anmerkungen	Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: office@aamt.edu.au; Web site: http://www.aamt.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10