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Crossing the Divide

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Book cover Mathematics at the Margins

Part of the book series: SpringerBriefs in Education ((BRIEFSEDUCAT))

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Abstract

The demographics of these teachers closely align with international and national trends for teachers in marginalized contexts. The majority of these teachers were inexperienced and under qualified (Borman and Kimball in Elementary Sch J 106(1):3–20, 2013). This problem was exacerbated as the geographical location became more remote. The more remote the location the higher the percentage of inexperienced teachers, and the more under qualified and under-confident they felt. This chapter discusses the teacher and student data with regard to the literature, and identifies the particular dimensions that assisted these teachers and students to succeed in teaching and learning Western mathematics.

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Notes

  1. 1.

    This contribution has been written by Associate Professor Roberta Hunter and Dr. Jodie Hunter from Massey University.

  2. 2.

    Schools in New Zealand are ranked into deciles (low to high) as an indicator of the socio-economic level of the school community. The lowest decile ranking is a decile 1; the highest is decile 10. Students of Pasifika ethnicity predominantly attend schools within decile ratings of 1–3.

  3. 3.

    This contribution has been written by Associate Professor Jacqueline Ottmann from University of Calgary Werklund School of Education.

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Authors and Affiliations

  1. Australian Catholic University, Virginia, QLD, Australia

    Elizabeth Warren & Jodie Miller

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  1. Elizabeth Warren
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  2. Jodie Miller
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Correspondence to Elizabeth Warren .

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Warren, E., Miller, J. (2016). Crossing the Divide. In: Mathematics at the Margins. SpringerBriefs in Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-0703-3_5

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  • DOI: https://doi.org/10.1007/978-981-10-0703-3_5

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