Equity, Mathematics and Classroom Practice: DEVELOPING RICH MATHEMATICAL EXPERIENCES For DISADVANTAGED STUDENTS

Describe some teaching approaches that contribute to enhanced learning outcomes for disadvantaged students. For many students, the experience of school mathematics is not a positive one (Clements, 1989). Processes of exclusion operate to disadvantage students along social class, race and gender lines. For students from backgrounds that are not part of the success regime, significant scaffolding by teachers is needed if they are to be successful. In this paper we discuss two key factors that shape the learning environments for learning mathematics. First, the expectations teachers (and students) have of learners of mathematics significantly shape the experiences that will be provided for learners. Through exposure to particular practices, learners come to understand themselves as learners of mathematics in predictable ways. Once they see themselves in particular ways (such as successes or failures), then they hold particular expectations of themselves and what they can expect when they enter mathematics classrooms. The other significant factor is the discourse of “ability ” that permeates mathematics more than any other curriculum area. Learners are frequently described (and inscribed) as having some abilities (or not having them) that predispose them to success in mathematics. This notion is treated as unproblematic and is seen as the reason why some students are more likely to be successful (or not) in their study of mathematics. While recognising the potential of individual differences within an