Promoting 'relational equity' and high mathematics achievements through an innovative mixed ability approach

Boaler, Jo (2008) Promoting 'relational equity' and high mathematics achievements through an innovative mixed ability approach. British Educational Research Journal, 34 (2). pp. 167-194. ISSN 0141-1926

Full text not available from this repository.

Abstract

Equity is a concept that is often measured in terms of test scores, with educators looking for equal test scores among students of different cultural groups, social classes or sexes. In this article the term ‘relational equity’ is proposed to describe equitable relations in classrooms; relations that include students treating each other with respect and responsibility. This concept will be illustrated through the results of a four‐year study of different mathematics teaching approaches, conducted in three Californian high schools. In one of the schools—a diverse, urban high school—students achieved at higher levels, learned good behaviour, and learned to respect students from different cultural groups, social classes, ability levels and sexes. In addition, differences in attainment between different cultural groups were eliminated in some cases and reduced in all others. Importantly, the goals of high achievement and equity were achieved in tandem through a mixed‐ability mathematics approach that is not used or well known in the UK.

Item Type: Article
Additional Information: This paper is already proving very influential. The findings were reported in national papers and on Radio 4 in October 2007. Boaler has also been invited to meet with the Prime Minister's senior policy advisor, Nick Pearce, to discuss the results reported in the paper and the implications for English schools. It will be published in British Educational Research Journal in early 2008 but is already available on the web.
Schools and Departments: School of Education and Social Work > Education
Depositing User: Jo Boaler
Date Deposited: 06 Feb 2012 20:43
Last Modified: 11 Jun 2012 11:27
URI: http://sro.sussex.ac.uk/id/eprint/27725
📧 Request an update