Learning from teaching: Exploring the relationship between reform curriculum and equity

Boaler, Jo (2002) Learning from teaching: Exploring the relationship between reform curriculum and equity. Journal for Research in Mathematics Education, 33 (4). pp. 239-258. ISSN 0021-8251

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Abstract

Some researchers have expressed doubts about the potential of reform-oriented curricula to promote equity. This article considers this important issue and argues that investigations into equitable teaching must pay attention to the particular practices of teaching and learning that are enacted in classrooms. Data are presented from two studies in which middle school and high school teachers using reform-oriented mathematics curricula achieved a reduction in linguistic, ethnic, and class inequalities in their schools. The teaching and learning practices that these teachers employed were central to the attainment of equality, suggesting that it is critical that relational analyses of equity go beyond the curriculum to include the teacher and their teaching.

Item Type: Article
Additional Information: This paper was written in response to an anti-reform rhetoric developing in the USA as a result of a paper by S Lubienski suggesting that working class children cannot cope with more open mathematics. It was important to counter the movement with careful research. The paper is recommended by the president of the National Council of Teachers of Mathematics as research that should inform teaching (http://www.nctm.org/about/content.aspx?id=908) and by the National Science Foundation (http://www2.edc.org/mcc/PDF/annobib3.pdf).
Schools and Departments: School of Education and Social Work > Education
Depositing User: Jo Boaler
Date Deposited: 06 Feb 2012 19:16
Last Modified: 30 May 2012 08:17
URI: http://sro.sussex.ac.uk/id/eprint/19853
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