Describing elements of mathematics lessons that accommodate diversity in student background
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Author(s)
Mousley, Judy
Jorgensen, Robyn
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Marit Johnsen Hoines & Anne Berit Fuglestad
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Bergen, Norway
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Abstract
We are researching actions that teachers can take to improve mathematics learning for all students. Structural elements of the lessons being trialled include making aspects of pedagogy explicit to seek to overcome differences in familiarity with schooling processes, and sequencing tasks with the potential to engage students. This article reports research on teachers building learning communities by preparing variations to set tasks in order to address differences in students' backgrounds.
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Proceedings of the 28th conference of the International Group for the Psychology of Mathematics Education
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© The Author(s) 2004. The attached file is posted here with permission of the copyright owners for your personal use only. No further distribution permitted. For information about this conference please refer to the publisher's website or contact the authors.