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Recognising the benefits of progressive pedagogies for promoting equity and social justice in the mathematics classroom

Wright, P; Fejzo, A; Carvalho, T; (2021) Recognising the benefits of progressive pedagogies for promoting equity and social justice in the mathematics classroom. In: Exploring new ways to connect: Proceedings of the Eleventh International Mathematics Education and Society Conference. (pp. pp. 1081-1089). Tredition: Hamburg, Germany. Green open access

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Abstract

School closures arising from the Covid-19 have highlighted inequities in society, as well as schooling, and hence provide an opportunity to re-engage with the debate over the mathematics curriculum. We argue that progressive pedagogies are an essential part of a socially just mathematics curriculum, and that making these pedagogies more visible to learners can address concerns that they might further marginalise students from disadvantaged backgrounds. We draw on the findings from the Visible Maths Pedagogy research project that outlines strategies that can be successfully used for making the teacher’s pedagogic rationale explicit to learners.

Type: Proceedings paper
Title: Recognising the benefits of progressive pedagogies for promoting equity and social justice in the mathematics classroom
Event: 11th International Conference of Mathematics Education and Society
Location: Klagenfurt, Austria
Dates: 24 September 2021 - 29 September 2021
ISBN-13: 978-3-347-39912-9
Open access status: An open access version is available from UCL Discovery
DOI: 10.5281/zenodo.5336638
Publisher version: http://doi.org/10.5281/zenodo.5336638
Language: English
Additional information: This work is licensed under a Creative Commons Attribution 4.0 International License.
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/10131986
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