Explanations for Low achievement: Implications for Practice, Policy and Research

Our aim in writing this book and in the research on which it is based was to widen the range of explanatory factors in addressing children’s low achievement in numeracy in primary schools. We argued that in order to do so it was necessary to extend our understanding of what counts as explanation beyond the usual emphasis in quantitative studies on statistical variables and in qualitative studies on such topics as teacher subject knowledge of mathematics, effectiveness, school management, and educational structures, which have tended to dominate research and policy in recent years. We have tried to provide a complementary set of research principles and a conceptual apparatus that we believe offers new insights and a different set of lenses to view problems in teaching and learning numeracy that have troubled educators in recent years.


Social Practice Mathematics Curriculum Mathematics Practice Home Practice Initial Teacher Education 
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© Springer Science + Business Media B.V 2008

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