Playing the Game of School Mathematics: Being Explicit for Indigenous Learners and Access to Learning

Autor/in	Jorgensen, Robyn
Titel	Playing the Game of School Mathematics: Being Explicit for Indigenous Learners and Access to Learning
Quelle	In: Intercultural Education, 27 (2016) 4, S.321-336 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2016.1203586
Schlagwörter	Indigenous Knowledge; Indigenous Populations; Access to Education; Educational Strategies; Educational Practices; Mathematics Education; Rural Schools; Telephone Surveys; Interviews; Teacher Attitudes; School Effectiveness; Community Involvement; Educational Change; Reliability; Academic Standards; School Visitation; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Sinti und Roma; Education; Access; Bildung; Zugang; Bildungszugang; Lehrstrategie; Bildungspraxis; Mathematische Bildung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Telephone interview; Telefoninterview; Interviewing; Interviewtechnik; Lehrerverhalten; Schuleffizienz; Bildungsreform; Reliabilität; Ausland; Australien
Abstract	Drawing on studies of successful remote schools in one region of Australia, it was found that two key strategies were common in the approaches at these schools. First, to make the strategies and expectations being adopted explicit to all those involved in the learning enterprise, and second, that consistency in approaches was crucial. Bourdieu's theoretical project is used to understand how the practices are being adopted by the schools and how they contribute to the success of learners of mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01