Migrant Girls in Australian Schools: Voicing Their Mathematics Learning Experiences
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In Australia, since the 1970s, policies regarding gender equality and multiculturalism had important but limited impact on education. This paper focuses on the schooling experience of girls from Non-English-Speaking Backgrounds (NESB) in different school years, particularly when learning Mathematics. The study identified how the girls relied on peers or previous experiences to navigate the learning space with little school support, despite national and state policies.
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Academia Letters
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© The Author(s) 2022. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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Borges Jelinic, A, Migrant Girls in Australian Schools: Voicing Their Mathematics Learning Experiences, Academia Letters, 2022, pp. 4798