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Visible pedagogy and challenging inequity in school mathematics

Wright, P; (2019) Visible pedagogy and challenging inequity in school mathematics. In: Heuvel-Panhuizen, Marja van den and Veldhuis, Michiel, (eds.) Proceedings of CERME 11 - Eleventh Congress of the European Society for Research in Mathematics Education. European Society for Research in Mathematics Education (ESRME): Utrecht, Netherlands. Green open access

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Abstract

This paper reports on the initial findings of a research project aiming to explore ways of addressing concerns regarding the persistent gap in mathematics achievement between children from different socio-economic backgrounds and low levels of engagement of significant numbers of students with school mathematics. It argues that such concerns can be addressed without the need to abandon a commitment towards progressive teaching approaches. It highlights the potential of adopting a critical model of participatory action research for challenging existing classroom practices that contribute towards reproducing inequities in mathematics education. It demonstrates how developing strategies for making progressive pedagogies more visible offers students the chance to become more aware of the intentions of the teacher and what they need to do to be successful in school mathematics.

Type: Proceedings paper
Title: Visible pedagogy and challenging inequity in school mathematics
Event: CERME 11 - Eleventh Congress of the European Society for Research in Mathematics Education
Location: Freudenthal Institute, Utrecht University, Utrecht, Netherlands
Dates: 06 February 2019 - 10 February 2019
Open access status: An open access version is available from UCL Discovery
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Inequity, participatory action research, school mathematics, visible pedagogy.
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
URI: https://discovery.ucl.ac.uk/id/eprint/10078637
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