ERIC Number: EJ1050471
Record Type: Journal
Publication Date: 2015-Jan-20
Abstractor: As Provided
Reference Count: 47
What Have We Achieved in 50 Years of Equity in School Mathematics?
Jorgensen, Robyn; Lowrie, Tom
International Journal for Mathematics Teaching and Learning, Jan 2015
This paper explores the relationship between social backgrounds and geographical locations with mathematical achievement. Using the national testing system in Australia, correlations between the variables were explored and it was found that students from rural and low SES backgrounds are still being marginalised in school mathematics--in terms of their success. This is despite 50 years since the first critical sociology of education noted the structural inequalities of education. For the authors this creates a challenge for researchers to consider better ways to understand the factors that may be impacting on mathematical achievement, particularly for those target groups within our study. The work of Bourdieu is used to frame the paper.
Descriptors: Equal Education, Mathematics Education, Mathematics Achievement, Foreign Countries, Correlation, National Programs, Testing Programs, Socioeconomic Background, Social Differences, Numeracy, Scores, Educational History, Futures (of Society), Social Capital, Rural Urban Differences, Mathematics Tests, Advantaged, Web Sites, Institutional Characteristics, Elementary School Students, Secondary School Students
Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail: firstname.lastname@example.org; Web site: http://www.cimt.plymouth.ac.uk/journal/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education
Authoring Institution: N/A
Identifiers - Location: Australia