Towards a more expansive understanding of equitable forms of organisation

Margaret Walshaw

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Towards a more expansive understanding of equitable forms of organisation

机译：更加广泛地了解公平的组织形式

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Over the past three decades, we have witnessed a growing interest in understanding and responding to inequitable mathematical experiences. The engagement is often aligned with a concern for students with "outsider" status-those students who are bracketed out from the mainstream student experience of mathematics. As many are aware, the interest has arisen, in part, by observations of the changing nature of our mathematics classrooms that increasingly cater for diverse groups of learners. Reflections on student cultural and linguistic diversity and rising socioeconomic differentials have put advocacy for students who are located on the "wrong" side of the social divide high on the agenda. As a result, the social justice goal to enhance student inclusion and to halt systemic underachievement amongst specific groups has sparked new kinds of research projects and initiated a wide range of student-centred interventions.

机译：在过去的三十年中，我们目睹了对不平等的数学经验的理解和响应的日益增长的兴趣。参与通常与对处于“局外人”地位的学生的关注相一致，这些学生被从主流学生的数学经验中挤出来。如许多人所知，人们对这种兴趣的兴起，部分是由于观察我们的数学教室的性质不断变化，这种变化越来越能满足不同学习者群体的需求。对学生文化和语言多样性以及日益严重的社会经济差异的思考使提倡倡导处在社会鸿沟“错误”一侧的学生成为议程的重中之重。结果，社会正义的目标是增强学生的包容性并制止特定群体之间的系统性学业低下，这引发了新的研究项目，并发起了一系列以学生为中心的干预措施。

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《Journal of mathematics teacher education》 |2015年第3期|共4页
作者
Margaret Walshaw;
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正文语种 eng
中图分类教育;
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more expansive; equitable forms; organisation;

机译：更广泛;公平的形式;组织;

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