Abstract
The argument in this chapter, and indeed this book, is that researchers can inform systems, schools, and teachers about factors that contribute to inequitable education outcomes. Further, it is argued that researchers can go beyond this to indicate ways that such factors can be addressed by practitioners. In particular, there are advantages if researchers make explicit the nature of the mathematics they are hoping students will learn, the ways of offering advice to schools, the specific strategies the researchers might be suggesting, and acknowledging the new challenges that this strategies might themselves create.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Ainley, J., Kos, J., & Nicholas, M. (2008). Participation in science, mathematics and technology in Australian education. ACER Research Monograph 4.
Anthony, G., & Walshaw, M. (2009). Effective pedagogy in mathematics. Educational Series-19. Brussels: International Academy of Education; Geneva: International Bureau of Education.
Australian Association of Mathematics Teachers. (2013). Make it count. http://makeitcount.aamt.edu.au/.
Australian Curriculum Assessment and Reporting Authority (ACARA). (2010). The shape of the Australian Curriculum: Mathematics (p. 4). Found at http://www.acara.edu.au/phase_1_-_the_australian_curriculum.html. Accessed Sept 2013.
Boaler, J., & Staples, M. (2008). Creating mathematical futures through an equitable teaching approach: The case of Railside school. Teachers College Record, 110(3), 608–645.
Clarke, D. M., & Clarke, B. A. (2004). Mathematics teaching in Grades K-2: Painting a picture of challenging, supportive, and effective classrooms. In R. N. Rubenstein & G. W. Bright (Eds.), Perspectives on the teaching of mathematics (66th Yearbook of the National Council of Teachers of Mathematics, pp. 67–81). Reston: NCTM.
Dweck, C. S. (2000). Self theories: Their role in motivation, personality, and development. Philadelphia: Psychology Press.
Ernest, P. (2010). The social outcomes of learning mathematics: Standard, unintended or visionary? Make it count: What research tells us about effective mathematics teaching and learning (pp. 21–26). Camberwell: ACER.
Good, T. L., Grouws, D. A., & Ebmeier, H. (1983). Active mathematics teaching. New York: Longmans.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta analyses relating to achievement. New York: Routledge.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
Hollingsworth, H., Lokan, J., & McCrae, B. (2003). Teaching mathematics in Australia: Results from the TIMSS video study (TIMSS Australia Monograph No. 5). Camberwell: Australian Council for Educational Research.
Klein, A. S., Beishuizen, M., & Treffers, A. (1998). The empty number line in Dutch second grades: Realistic versus gradual design. Journal for Research in Mathematics Education, 29(4), 443–464.
Masters, G. (2010). Improving educational outcomes in the northern territory. http://www.education.nt.gov.au/__data/assets/pdf_file/0007/19690/ImprovingEducationalOutcomesNT.pdf. Accessed Sept 2013.
Rubenstein, H. (2009). A national strategy for mathematical sciences in Australia. Strategy document written in consultation with the Australian council of Heads of Mathematics Science. http://www.amsi.org.au/pdfs/National_Maths_Strategy.pdf. Accessed Sept 2013.
Russell, V. J., Mackay, T., & Jane, G. (2003). Messages from MYRAD (Middle Years Research and Development): Improving the middle years of Schooling, IARTV.
Stacey, K. (2010). Mathematics teaching and learning to reach beyond the basics. Make it count: What research tells us about effective mathematics teaching and learning (pp. 21–26). Camberwell: ACER.
Sullivan, P. (2011). Teaching mathematics: Using research-informed strategies. Camberwell: ACER.
Sullivan, P., & Mornane, A. (2014). Exploring teachers’ use of, and students’ reactions to, challenging mathematics tasks. Mathematics Education Research Journal. doi:10.1007/s13394-013-0089-0.
Sullivan, P., Mousley, J., & Jorgensen, R. (2009). Tasks and pedagogies that facilitate mathematical problem solving. In B. Kaur (Ed.), Mathematical problem solving (pp. 17–42). Association of Mathematics Educators: Singapore/USA/UK World Scientific Publishing.
Sullivan, P., Youdale, R., & Jorgensen, R. (2010). A study of pedagogies for teaching mathematics in remote Australian indigenous community. In I. Synder & J. Nieuwenhuysen (Eds.), Closing the gap? Improving outcomes in southern world societies (pp. 204–216). Clayton: Monash University Press.
Swan, M. (2005). Improving learning in mathematics: Challenges and strategies. Sheffield: Department of Education and Skills Standards Unity.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2015 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Sullivan, P. (2015). The Challenge of Reporting Research to Inform the Creation of Inclusive Mathematics Learning Environments. In: Bishop, A., Tan, H., Barkatsas, T. (eds) Diversity in Mathematics Education. Mathematics Education Library. Springer, Cham. https://doi.org/10.1007/978-3-319-05978-5_1
Download citation
DOI: https://doi.org/10.1007/978-3-319-05978-5_1
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-05977-8
Online ISBN: 978-3-319-05978-5
eBook Packages: Humanities, Social Sciences and LawEducation (R0)