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Article: Equity mathematics and classroom practice: developing rich mathematical experiences for disadvantaged students: Robyn Jorgensen (Zevenbergen) and Richard Niesche describe some teaching approaches that contribute to enhanced learning outcomes for disadvantaged students.(Report)
- Article from:
- Australian Primary Mathematics Classroom
- Article date:
- December 22, 2008
- Author:
CopyrightCOPYRIGHT 2008 The Australian Association of Mathematics Teachers, Inc. This material is published under license from the publisher through the Gale Group, Farmington Hills, Michigan. All inquiries regarding rights should be directed to the Gale Group. (Hide copyright information)
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For many students, the experience of school mathematics is not a positive IV one (Clements, 1989). 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 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. Through exposure to particular practices, learners come to understand themselves ...