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


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]

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Copyright 2015 Sense Publishers

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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:Other education not elsewhere classified
Objective Division:Education and Training
Objective Group:Other education and training
Objective Field:Other education and training not elsewhere classified
UTAS 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

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