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Being at the Margins ≠ Being Unsuccessful at Mathematics

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Mathematics at the Margins

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Abstract

Students at the margins are disadvantaged as they enter school, and the educational gap between disadvantaged and advantaged students widens as they progress through school. We would suggest that a primary cause for this occurring is how the envisaged mathematics curriculum is enacted in these classroom contexts. Thus this chapter is organized under the two major dimensions that are purported to influence the enactment of mathematics teaching: teachers’ affective domain and their cognitive domain. This chapter critiques the literature relating to these domains and identifies particular elements that assist this educational gap being ‘closed’. It also shares the theoretical constructs that underpinned the selection and development of materials for the classroom and the development of the RoleM professional learning model utilized across the four years of the project.

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  1. Australian Catholic University, Virginia, QLD, Australia

    Elizabeth Warren & Jodie Miller

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Warren, E., Miller, J. (2016). Being at the Margins ≠ Being Unsuccessful at Mathematics. In: Mathematics at the Margins. SpringerBriefs in Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-0703-3_2

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