Equity and spatial reasoning: Reducing the mathematical achievement gap in gender and social disadvantage

Tom Lowrie, Robyn Jorgensen

Research output: Contribution to journalArticle

Abstract

Since the early 70s, there has been recognition that there are specific differences in achievement based on variables, such as gender and socio-economic background, in terms of mathematics performance. However, these differences are not unilateral but rather quite specific and relate strongly to spatial reasoning. This early work has paved the way for thinking critically about who achieves in mathematics and why. This project innovatively combines the strengths of the two Chief Investigators—Lowrie’s work in spatial reasoning and Jorgensen’s work in equity. The assumptions, the approach and theoretical framing used in the study unite quite disparate areas of mathematics education into a cogent research program that seeks to challenge some of the long-held views in the field of mathematics education.
Original languageEnglish
Pages (from-to)65-75
Number of pages11
JournalMathematics Education Research Journal
Volume30
Issue number1
DOIs
Publication statusPublished - Mar 2018

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Spatial Reasoning
Mathematics Education
Equity
equity
mathematics
gender
Economics
education
Gender
performance
economics
Background

Cite this

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Equity and spatial reasoning: Reducing the mathematical achievement gap in gender and social disadvantage. / Lowrie, Tom; Jorgensen, Robyn.

In: Mathematics Education Research Journal, Vol. 30, No. 1, 03.2018, p. 65-75.

Research output: Contribution to journalArticle

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