Abstract
Mathematics educators now broadly agree about key dimensions of quality mathematics programs and experiences (Schoenfeld, 2014), but achieving these practices in schools with high concentrations of low SES students remains a challenge in many countries (Black, 2007; Greeno & Collins, 2008). In this chapter we first review current understandings of what enables quality learning in mathematics, as a basis for reporting on the impacts of personalised learning approaches to this subject in three of the BEP colleges: Whirrakee, Ironbark and Melaleuca.
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Cox, P., Waldrip, B., Prain, V. (2015). Personalising Mathematics for Low Ses Students in Schools with Open-Plan Settings. In: Prain, V., et al. Personalising Learning in Open-Plan Schools. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-193-9_7
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DOI: https://doi.org/10.1007/978-94-6300-193-9_7
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