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dc.contributor.authorJorgensen, Robynen_US
dc.contributor.authorNiesche, Richarden_US
dc.contributor.editorKim Beswick and Tracey Muiren_US
dc.date.accessioned2017-04-24T10:15:08Z
dc.date.available2017-04-24T10:15:08Z
dc.date.issued2008en_US
dc.date.modified2011-11-11T07:23:11Z
dc.identifier.issn13260286en_US
dc.identifier.urihttp://hdl.handle.net/10072/26349
dc.description.abstractProcesses 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 paper we discuss two key factors that shape the learning environments for learning mathematics. First, the expectations teachers (and students) have of learners of mathematics significantly shape the experiences that will be provided for learners. The other significant factor is the discourse of 'ability' that permeates mathematics more than any other curriculum area. Learners are frequently described (and inscribed) as having some abilities (or not having them) that predispose them to success in mathematics. This notion is treated as unproblematic and is seen as the reason why some students are more likely to be successful (or not) in their study of mathematics. While recognising the potential of individual differences within any group, in the second section of this paper we propose a number of features of a more inclusive pedagogy that we believe will work toward more equitable outcomes for all students.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherAustralian Association of Mathematics Teachers Inc.en_US
dc.publisher.placeAustraliaen_US
dc.publisher.urihttp://www.aamt.edu.au/Webshop/Entire-catalogue/Australian-Primary-Mathematics-Classroomen_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom21en_US
dc.relation.ispartofpageto27en_US
dc.relation.ispartofissue4en_US
dc.relation.ispartofjournalAustralian Primary Mathematics Classroomen_US
dc.relation.ispartofvolume13en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchcode330202en_US
dc.titleEquity, mathematics and classroom practice: Developing rich mathematical experiences for disadvantaged studentsen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.date.issued2008
gro.hasfulltextNo Full Text


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    Contains articles published by Griffith authors in scholarly journals.

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