The emergence of disparity in performance in mathematics classrooms

In this discussion paper we consider questions related to research which attempts to consider structural elements such as social and family backgrounds, language and nationality and how these factors influence the internal dynamics of the mathematics classroom and students ’ achievement. We discuss difficulties encountered when trying to study the discursive and interactive dynamics that produce disparities in mathematical classrooms while taking into account socio-cultural structures of our societies. In addition we ask what role an inter-cultural comparative approach could play in studying these complex relationships. We explore the extent to which broad social categories (like “class”) are useful in classroom research and difficulties in locating a suitable theoretical framework for comparative work addressing both classroom dynamics and socio-cultural structures. Disparity in achievement is one of the major concerns in mathematics education research studies. Some studies, for instance, examine the mathematics achievement of large groups and relate differences in achievement to social categories such a