What have we achieved in 50 years of equity in school mathematics?

Robyn Jorgensen, Tom Lowrie

Research output: Contribution to journalArticle

7 Downloads (Pure)

Abstract

This paper explores the relationship between social backgrounds and geographical locations with mathematical achievement. Using the national testing system in Australia, correlations between the variables were explored and it was found that students from rural and low SES backgrounds are still being marginalised in school mathematics – in terms of their success. This is despite 50 years since the first critical sociology of education noted the structural inequalities of education. For the authors this creates a challenge for researchers to consider better ways to understand the factors that may be impacting on mathematical achievement, particularly for those target groups within our study. The work of Bourdieu is used to frame the paper
Original languageEnglish
Pages (from-to)1-18
Number of pages18
JournalInternational Journal for Mathematics Teaching and Learning
Publication statusPublished - 2015

Fingerprint

equity
mathematics
sociology of education
social background
target group
school
education
student

Cite this

@article{9d355cb72f6945ec9f9928a40407ef0e,
title = "What have we achieved in 50 years of equity in school mathematics?",
abstract = "This paper explores the relationship between social backgrounds and geographical locations with mathematical achievement. Using the national testing system in Australia, correlations between the variables were explored and it was found that students from rural and low SES backgrounds are still being marginalised in school mathematics – in terms of their success. This is despite 50 years since the first critical sociology of education noted the structural inequalities of education. For the authors this creates a challenge for researchers to consider better ways to understand the factors that may be impacting on mathematical achievement, particularly for those target groups within our study. The work of Bourdieu is used to frame the paper",
keywords = "social background, geographical location, mathematical achievement",
author = "Robyn Jorgensen and Tom Lowrie",
year = "2015",
language = "English",
pages = "1--18",
journal = "International Journal for Mathematics Teaching and Learning",
issn = "1473-0111",

}

What have we achieved in 50 years of equity in school mathematics? / Jorgensen, Robyn; Lowrie, Tom.

In: International Journal for Mathematics Teaching and Learning, 2015, p. 1-18.

Research output: Contribution to journalArticle

TY - JOUR

T1 - What have we achieved in 50 years of equity in school mathematics?

AU - Jorgensen, Robyn

AU - Lowrie, Tom

PY - 2015

Y1 - 2015

N2 - This paper explores the relationship between social backgrounds and geographical locations with mathematical achievement. Using the national testing system in Australia, correlations between the variables were explored and it was found that students from rural and low SES backgrounds are still being marginalised in school mathematics – in terms of their success. This is despite 50 years since the first critical sociology of education noted the structural inequalities of education. For the authors this creates a challenge for researchers to consider better ways to understand the factors that may be impacting on mathematical achievement, particularly for those target groups within our study. The work of Bourdieu is used to frame the paper

AB - This paper explores the relationship between social backgrounds and geographical locations with mathematical achievement. Using the national testing system in Australia, correlations between the variables were explored and it was found that students from rural and low SES backgrounds are still being marginalised in school mathematics – in terms of their success. This is despite 50 years since the first critical sociology of education noted the structural inequalities of education. For the authors this creates a challenge for researchers to consider better ways to understand the factors that may be impacting on mathematical achievement, particularly for those target groups within our study. The work of Bourdieu is used to frame the paper

KW - social background

KW - geographical location

KW - mathematical achievement

M3 - Article

SP - 1

EP - 18

JO - International Journal for Mathematics Teaching and Learning

JF - International Journal for Mathematics Teaching and Learning

SN - 1473-0111

ER -