Developing Equitable Participation Structures [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (44th, Launceston, Tasmania, Australia, Jul 3-7, 2022).

Autor/inn/en	Hunter, Roberta; Hunter, Jodie
Institution	Mathematics Education Research Group of Australasia (MERGA)
Titel	Developing Equitable Participation Structures [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (44th, Launceston, Tasmania, Australia, Jul 3-7, 2022).
Quelle	(2022), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Thinking Skills; Algebra; Mathematics Instruction; Models; Teaching Methods; Equal Education; Access to Education; Pacific Islanders; Ethnic Groups; Learner Engagement; Culturally Relevant Education; Collectivism; Foreign Countries; Longitudinal Studies; Teacher Attitudes; Urban Schools; Elementary School Students; Cooperative Learning; New Zealand + Suchen Sie Ihr Suchwort? Denkfähigkeit; Mathematics lessons; Mathematikunterricht; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode; Education; Access; Bildung; Zugang; Bildungszugang; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Ethnie; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lehrerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Kooperatives Lernen; Neuseeland
Abstract	Participation structures are important in relation to who gets equitable access to mathematics within classrooms premised on co-construction of mathematical reasoning. This paper takes a strength-based focus to explore how two teachers extended their Pasifika students' known repertoires of practice to encompass others, which supported them to better engage in mathematics. The data illustrates the importance of teachers drawing on task contexts and student ways of knowing and being to facilitate student engagement in reasoned discourse and argumentation. The teacher actions provide a model which other teachers could draw on when teaching mathematics to students from predominantly collectivist groupings. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01