Literaturnachweis - Detailanzeige
Autor/inn/en | Jorgensen, Robyn Zevenbergen; Niesche, Richard |
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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 (2) |
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 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 |