Abstract
Researchers have argued from a variety of perspectives that the teaching of mathematics is a social justice issue. In this chapter, we focus on pedagogy, and particularly “productive pedagogies”, to demonstrate the importance of providing intellectually challenging and engaging learning experiences for students who have traditionally not performed well in mathematics. The research on which the chapter is based involved observations of approximately 400 lessons in 18 primary and secondary schools over 18 months, interviews with teachers and students in the classrooms that were observed, and analysis of samples of students’ work. We examine how mathematics was taught in two of these schools, chosen because they serve students from low socio-economic and/or Indigenous backgrounds. Although both schools rejected deficit models of students and set high expectations for their achievement, there were differences in the way the schools implemented mathematics education reforms. Our analysis of these two case studies highlights progress made and challenges faced by schools in providing socially just pedagogies to support students in their mathematics learning.
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Notes
- 1.
P-10 schools serve students from Preschool to year 10.
- 2.
Pseudonyms are used for schools and participants.
- 3.
DEST was the Australian government’s former Department of Education, Science and Training.
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Acknowledgements
This research was partly funded by the Queensland Department of Education, Training and the Arts. The views expressed here are those of the authors.
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Mills, M., Goos, M. (2010). Productive Pedagogies in the Mathematics Classroom: Case Studies of Quality and Equity. In: Atweh, B., Graven, M., Secada, W., Valero, P. (eds) Mapping Equity and Quality in Mathematics Education. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-9803-0_34
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