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Personalising mathematics for low SES students in schools with open-plan settings

Citation

Cox, P and Waldrip, BG and Prain, V, Personalising mathematics for low SES students in schools with open-plan settings, Personalising Learning in Open-Plan Schools, Sense Publishers, V Prain, P Cox, C Deed, D Edwards, C Farrelly, M Keeffe, V Lovejoy, L Mow, P Sellings, B Waldrip, (ed), Rotterdam, pp. 121-142. ISBN 978-94-6300-191-5 (2015) [Research Book Chapter]

Copyright Statement

Copyright 2015 Sense Publishers

Official URL: https://www.sensepublishers.com/catalogs/bookserie...

Abstract

Mathematics educators now broadly agree about key dimensions of quality mathematics programs and experiences (Schoenfeld, 2014), but achieving these practices in schools with high concentrations of low SES students remains a challenge in many countries (Black, 2007; Greeno & Collins, 2008). In this chapter we first review current understandings of what enables quality learning in mathematics, as a basis for reporting on the impacts of personalised learning approaches to this subject in three of the BEP colleges: Whirrakee, Ironbark and Melaleuca. We claim that the open-plan settings operated as a catalyst for curricular reform in mathematics, leading to improved student performance and enhanced student attitudes to this subject.

Item Details

Item Type:Research Book Chapter
Keywords:mathematics learning, open-plan school
Research Division:Education
Research Group:Other Education
Research Field:Education not elsewhere classified
Objective Division:Education and Training
Objective Group:Education and Training Systems
Objective Field:Education and Training Systems not elsewhere classified
Author:Waldrip, BG (Professor Bruce Waldrip)
ID Code:121444
Year Published:2015
Funding Support:Australian Research Council (LP100200179)
Deposited By:Education
Deposited On:2017-09-28
Last Modified:2017-11-06
Downloads:0

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