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ERIC Number: EJ824764
Record Type: Journal
Publication Date: 2008
Pages: 7
Abstractor: ERIC
Reference Count: 21
ISSN: ISSN-1326-0286
Equity, Mathematics and Classroom Practice: Developing Rich Mathematical Experiences for Disadvantaged Students
Jorgensen, Robyn Zevenbergen; Niesche, Richard
Australian Primary Mathematics Classroom, v13 n4 p21-27 2008
For many students, the experience of school mathematics is not a positive one. 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 article, the authors discuss two key factors that shape the learning environments for learning mathematics. The authors also propose a number of features of a more inclusive pedagogy that they believe will work toward more equitable outcomes for all students.
Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A