Skip to main content
SpringerLink
Log in

The School Context

  • Chapter
  • First Online:
Book cover Toward Equity in Quality in Mathematics Education

  • 496 Accesses

This chapter focuses on identifying and analyzing the factors in the school context that may generate inequities in mathematics education.The chapter is organized as follows. First, it describes the activity system associated with mathematics education at this level and identifies the factors (nodes of the activity system) and their attributes, that may contribute to inequities in mathematics education at the school level. Second, it reviews and synthesizes the equity-related mathematics education research from journals, conference proceedings, and books, in an attempt to draw a profile of the research findings regarding the inequities that result from the interactions of the attributes of the activity system factors.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Adler, J. (2001). Resourcing practice and equity: A dual challenge for mathematics education. In B. Atweh, H. Forgasz, & B. Nebres (Eds.), Sociocultural research on mathematics education: An international Perspective (pp. 185–200). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.

    Google Scholar 

  • Baker, D., & Street, B. (2000). Math as social explanation for ‘underachievement’ in numeracy. In T. Nakahara & M. Koyama (Eds.), Proceedings of the 24th PME International Conference, 2, 49–56.

    Google Scholar 

  • Bartholomew, H. (2004). Equity and empowerment in mathematics: Some tensions from the secondary classroom. In I. Putt et al. (Eds.), Proceedings of MERGA 27: Mathematics education for the third millennium, 1, 71–78.

    Google Scholar 

  • Barwell, R. (2001). Investigating mathematical interactions in a multilingual primary school: Finding a way of working. In M. van den Heuvel-Panhuizen (Ed.), Proceedings of the 25th PME International Conference, 2, 97–104.

    Google Scholar 

  • Boaler, J. (1997). Setting, social class, and the survival of the quickest. British Educational Research Journal, 23, 575–595.

    Article  Google Scholar 

  • Boaler, J. (2002). Learning from teaching: Exploring the relationship between reform curriculum and equity. Journal for Research in Mathematics Education, 33, 239–258.

    Article  Google Scholar 

  • Bourdieu, P., Passcron, J. C., & de Saint Martin. (1994). In Bourdieu, P., Passcron, J. C., & de Saint Martin (Eds.), Academic discourse: Linguistic misunderstanding and professional power (pp. 35–79). Stanford: Standford University Press.

    Article  Google Scholar 

  • Burris, C., Heubert, J., & Levin, H. (2006). Accelerating mathematics achievement using heterogeneous grouping. American Educational Research Journal, 43, 105–136.

    Article  Google Scholar 

  • Cobb, P., & Hodge, L., (2002). A relational perspective on issues of cultural diversity and equity as they play out in the mathematics classroom. Mathematical. Thinking and Learning, 4, 249–284.

    Article  Google Scholar 

  • D’Ambrosio, U. (1985). Ethnomathematics and its place in the history of pedagogy of mathematics. For the Learning of Mathematics, 5, 44–48.

    Google Scholar 

  • Forgasz, H. (2003). Equity, and beliefs about the efficacy of computers for mathematics learning. In N. A. Pateman, B. J. Dougherty, & J. T. Zilliox (Eds.), Proceedings of the 27th PME International Conference, 2, 381–388.

    Google Scholar 

  • Forgasz, H. (2004). Equity and computers for mathematics learning: access and attitudes. In M. J. Hoines & A. B. Fuglestad (Eds.), Proceedings of the 28th PME International Conference, 2, 399–406.

    Google Scholar 

  • Forgasz, H. (2006). Teachers equity, and computers for secondary mathematics learning. Journal of Mathematics Teacher Education, 9, 437–469.

    Article  Google Scholar 

  • Frempong, G. (2005). Exploring excellence and equity within Canadian mathematics classrooms. In Chick, L. & Vincent, L. (Eds.), Proceedings of the 29th PME International Conference, 2, 237–244.

    Google Scholar 

  • Gerdes, P. (1988). On culture, geometrical thinking and mathematics education. Educational Studies in Mathematics Education, 19, 137–162.

    Article  Google Scholar 

  • Gorgorio, N., & Planas, N. (2001). Teaching mathematics in multilingual classrooms. Educational Studies in Mathematics, 47, 7–33.

    Article  Google Scholar 

  • Gutierrez, R. (2008). A ‘gap-gazing’ fetish in mathematics education? Problematizing research on the achievement gap. Journal for Research in Mathematics Education, 34, 37–73.

    Google Scholar 

  • Gutstein, E. (2003). Teaching and learning mathematics for social justice. Journal for Research in Mathematics Education, 39, 357–364.

    Google Scholar 

  • Gutstein, E. (2007). Multiple language use and mathematics: Politicizing the discussion. Educational Studies in Mathematics, 64, 243–246.

    Article  Google Scholar 

  • Jurdak, M., & Shahin, I. (1999). An ethnographic study of the computational strategies of a group of young street vendors in Beirut. Educational Studies in Mathematics, 40, 155–172.

    Article  Google Scholar 

  • Jurdak, M. E. (1989). Religion and language as culture carriers and barriers in mathematics education. In C. Kietel (Ed.), Mathematics, education and society (Science and Technology Education, Document Series No. 35) (pp. 12–14). Paris: UNESCO.

    Google Scholar 

  • Kahn, M. (2005). A class act-mathematics as a filter of equity in South Africa. Perspectives in Education, 23, 139–148.

    Google Scholar 

  • Khisty, L., & Chval, K. (2002). Pedagogic discourse and equity in mathematics: When teachers talk matters. Mathematics Education Research Journal, 14, 154–168.

    Google Scholar 

  • Kutscher, B., & Linchevski, L. (2000). Moving between mixed-ability and same-ability settings: Impact upon learners. In T. Nakahara & M. Koyama (Eds.), Proceedings of the 24th PME International Conference, 3, 199–206.

    Google Scholar 

  • Leder, G. (2004). Mathematics, gender, and equity issues-another perspective. In B. Clarke et al. (Eds.), International overboard! The complexities perspectives on learning and teaching mathematics (pp. 253–266). Goteborg: Goteborg University.

    Google Scholar 

  • Lerman, S. (2003). Developing theories of mathematics education research: The PME story. Educational Studies in Mathematics, 51, 23–40.

    Article  Google Scholar 

  • Ma, X. (2008). Gender differences in mathematics achievement: Evidence from latest regional and international student assessments. Paper presented at the 11th International Congress on Mathematical Education, Monterrey, Mexico.

    Google Scholar 

  • Ma, X., & Kishor, N. (1997). Attitude towards self, social factors, and achievement in mathematics: A meta-analysis review. Educational Psychology Review, 9, 89–120.

    Article  Google Scholar 

  • Ma, X., & Klinger, D. (2000). Hierarchical linear modelling of student and school effects on academic achievement. Canadian Journal of Education, 25, 41–55.

    Google Scholar 

  • Marks, G. (2006). Are between- and within-school differences in student performance largely due to socioeconomic background? Evidence from 30 countries. Educational Research, 48, 21–40.

    Article  Google Scholar 

  • Mathews, L. (2003). Babies overboard! The complexities of incorporating culturally relevant teaching into mathematics instruction. Educational Studies in Mathematics, 53, 61–82.

    Article  Google Scholar 

  • Mcgraw, R., Lubienski, S., & Strutchens, M. (2006). A closer look at gender in NAEP mathematics achievement and affect data: Intersections with achievement, race/ethnicity, and socioeconomic status. Journal for Research in Mathematics Education, 37, 129–150.

    Article  Google Scholar 

  • Mills, R. (1998). Grouping students for instruction in middle schools. ERIC Digest. ERIC: ED419631.

    Google Scholar 

  • Pianta, R. et al. (2008). Classroom effects on children’s achievement trajectory in elementary school. American Educational Research Journal, 45, 365–397.

    Article  Google Scholar 

  • Povey, H., & Boylan, M. (1998). Working class students and the culture of mathematics classroom in the UK. In A. Olive & K. Newstead (Eds.), Proceedings of the 22nd PME International Conference, 4, 9–16.

    Google Scholar 

  • Pozzi, S., Noss, R., & Hoyles, C. (1998). Tools in practice, mathematics in use. Educational Studies in Mathematics, 36, 105–122.

    Article  Google Scholar 

  • Roscigno, V., & Ainsworth-Parnell, J. (1999). Race, cultural capital, and educational resources: Persistent inequalities and achievement returns. Sociology of Education, 72, 158–178.

    Article  Google Scholar 

  • Seah, W. T. (2004). Shifting the lens of inquiry into the socialisation of mathematics teachers: Nature of value differences. In I. Putt, R. Faragher & M. McLean (Eds.), Proceedings of the 27th Annual Conference of the Mathematics Education Research Group of Australasia, 2, 501–508. Townsville: James Cook University.

    Google Scholar 

  • Setati, M., & Adler, J. (2001). Between languages and discourses: Language practices in primary multilingual mathematics classrooms in South Africa. Educational Studies in Mathematics Education, 43, 243–269.

    Article  Google Scholar 

  • Setati, M. (2003). Language use in multilingual mathematics classes in South Africa. In N. A. Pateman, B. J. Dougherty, & J. T. Zilliox (Eds.), Proceedings of the 27th PME International Conference,4, 151–158.

    Google Scholar 

  • Stevenson, H., Lee, S., & Stigler, J. (1986). Mathematics achievement of Chinese, Japanese, and American Children. Science, 231, 693–699.

    Article  Google Scholar 

  • Stillman, G., & Balatti, J. (2001). Contribution of ethnomathematics to mainstream mathematics classroom practice. In B. Atweh, H. Forgasz, & B. Nebres (Eds.), Sociocultural research on mathematics education: An international perspective (pp. 313–328). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Sullivan, P., Tobias, S., & Mcdonough. (2006). Perhaps the decision of some students to engage in learning mathematics in school is deliberate. Educational Studies in Mathematics Education, 62, 81–99.

    Article  Google Scholar 

  • TIMSS (2000). Gender differences in achievement: IEA’s Third International Mathematics and Science Study (TIMSS). Boston, MA: Boston College.

    Google Scholar 

  • Vale, C., Leder, G., & Forgasz, H. (2003). Equity, mathematics learning and technology. In N. A. Pateman, B. J. Dougherty, & J. T. Zilliox (Eds.), Proceedings of the 27th PME International Conference,1, 137–165.

    Google Scholar 

  • Vithal, R., & Skovsmose, O. (1997). The end of innocence: A critique of ‘ethnomathematics’. Educational Studies in Mathematics Education, 34, 131–158.

    Article  Google Scholar 

  • Watson, A., & de Geest, E. (2005). Principled teaching for deep progress: Improving mathematical learning beyond methods and materials. Educational Studies in Mathematics, 58, 209–234.

    Article  Google Scholar 

  • White, L. (1959). The evolution of culture. New York: McGraw-Hill.

    Google Scholar 

  • Wilurg, K. (2003). Technology and the new meaning of educational equity.

    Google Scholar 

  • Zevenbergen, R. (2001). Mathematics, Social class and linguistic capital: An analysis of mathematics classroom interactions. In B. Atweh, H. Forgasz, & B. Nebres, Sociocultural Research on Mathematics Education: An international Perspective (pp. 201–215). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Education, American University of Beirut (AUB), Beirut, Lebanon

    Murad Jurdak

Authors
  1. Murad Jurdak
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Murad Jurdak .

Rights and permissions

Reprints and permissions

Copyright information

© 2009 Springer-Verlag US

About this chapter

Cite this chapter

Jurdak, M. (2009). The School Context. In: Toward Equity in Quality in Mathematics Education. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-0558-1_4

Download citation

Publish with us

Policies and ethics

Search

Navigation