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001444351 001__ 1444351
001444351 003__ OCoLC
001444351 005__ 20230310003705.0
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001444351 019__ $$a1296401873$$a1296531612$$a1298389029
001444351 020__ $$a9783030923617$$qelectronic book
001444351 020__ $$a3030923614$$qelectronic book
001444351 020__ $$z9783030923600
001444351 020__ $$z3030923606
001444351 0247_ $$a10.1007/978-3-030-92361-7$$2doi
001444351 035__ $$aSP(OCoLC)1296406277
001444351 040__ $$aYDX$$beng$$erda$$cYDX$$dEBLCP$$dGW5XE$$dN$T$$dOCLCO$$dOCLCF$$dFTB$$dUKAHL$$dOCLCQ
001444351 049__ $$aISEA
001444351 050_4 $$aQA11.2$$b.J33 2022
001444351 08204 $$a510.71/2$$223
001444351 1001_ $$aJackson, Colin,$$eauthor.
001444351 24510 $$aAll-attainment teaching in secondary mathematics :$$bphilosophy, practice and social justice /$$cColin Jackson.
001444351 264_1 $$aCham, Switzerland :$$bSpringer,$$c[2022]
001444351 300__ $$a1 online resource (xix, 208 pages) :$$billustrations (chiefly color), color map
001444351 336__ $$atext$$btxt$$2rdacontent
001444351 337__ $$acomputer$$bc$$2rdamedia
001444351 338__ $$aonline resource$$bcr$$2rdacarrier
001444351 504__ $$aIncludes bibliographical references and index.
001444351 5050_ $$aChapter 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.
001444351 506__ $$aAccess limited to authorized users.
001444351 520__ $$aThis 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.
001444351 588__ $$aDescription based on online resource; title from digital title page (viewed on May 24, 2022).
001444351 650_0 $$aMathematics$$xStudy and teaching (Secondary)
001444351 655_0 $$aElectronic books.
001444351 77608 $$iPrint version:$$z3030923606$$z9783030923600$$w(OCoLC)1283947811
001444351 852__ $$bebk
001444351 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-030-92361-7$$zOnline Access$$91397441.1
001444351 909CO $$ooai:library.usi.edu:1444351$$pGLOBAL_SET
001444351 980__ $$aBIB
001444351 980__ $$aEBOOK
001444351 982__ $$aEbook
001444351 983__ $$aOnline
001444351 994__ $$a92$$bISE