All-attainment teaching in secondary mathematics : philosophy, practice and social justice / Colin Jackson.
Jackson, Colin, author.
2022
QA11.2 .J33 2022
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Title
All-attainment teaching in secondary mathematics : philosophy, practice and social justice / Colin Jackson.
Author
Jackson, Colin, author.
ISBN
9783030923617 electronic book
3030923614 electronic book
9783030923600
3030923606
DOI
https://doi.org/10.1007/978-3-030-92361-7
Published
Cham, Switzerland : Springer, [2022]
Language
English
Description
1 online resource (xix, 208 pages) : illustrations (chiefly color), color map
Item Number
10.1007/978-3-030-92361-7 doi
Call Number
QA11.2 .J33 2022
Dewey Decimal Classification
510.71/2
Summary
This book is about the promotion of all-attainment teaching in the mathematics classroom. The book contains the individual stories of six teachers working in three different schools: an inner London comprehensive with a largely working class intake, a comprehensive on the south coast and a rural comprehensive in Cambridgeshire. Each story describes and explains in brief the background of the teacher and how each came to teach all-attainment groups in mathematics. The research reported in this book is the only close examination and analysis of the practices and methodologies of successful all-attainment educators in the modern age. Three major themes are identified and examined: what sustains the teachers; how they introduce, develop and maintain all-attainment teaching; and how they make all-attainment work in the classroom. From an analysis of these findings, the book presents two interrelated models of the knowledge and understandings the research has generated. The first one is an overarching model of situation and horizon. Used as a means of visualizing and understanding the current situation for teachers, it can aid in encouraging change for the better. The second model offers teachers a way to think of all-attainment teaching as an enabler for all students, most especially for disadvantaged students. Both models have original and explanatory power and offer new ways of conceptualizing how mathematics teaching for social justice might be understood and implemented, offering fresh perspectives and unique insights. As such it will be of help to students at undergraduate, Masters and doctoral level and to education researchers more widely.
Bibliography, etc. Note
Includes bibliographical references and index.
Access Note
Access limited to authorized users.
Source of Description
Description based on online resource; title from digital title page (viewed on May 24, 2022).
Available in Other Form
Print version: 9783030923600
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Chapter 1. Backstory: Growing up working-class in Northern Ireland: schooling not education
Chapter 2. Introduction
Chapter 3. Class, schooling and the legitimation of inequality
Chapter 4. Class, "ability" groups and mathematics in English secondary schools
Chapter 5. Methodological and method considerations
Chapter 6. Data collection, processing and analysis
Chapter 7. Introducing the teachers
Chapter 8. The teachers: what sustains them
Chapter 9. Introducing, developing and maintaining all-attainment while convincing others
Chapter 10. How the teachers make all-attainment work in the classroom
Chapter 11. Conclusion.

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