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000760770 019__ $$a945613522
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000760770 08204 $$a510.71$$223
000760770 1001_ $$aWarren, Elizabeth,$$eauthor.
000760770 24510 $$aMathematics at the margins /$$cElizabeth Warren, Jodie Miller.
000760770 264_1 $$a[Place of publication not identified] :$$bSpringer,$$c[2016]
000760770 300__ $$a1 online resource.
000760770 336__ $$atext$$btxt$$2rdacontent
000760770 337__ $$acomputer$$bc$$2rdamedia
000760770 338__ $$aonline resource$$bcr$$2rdacarrier
000760770 4901_ $$aSpringer briefs in education,$$x2211-193X
000760770 504__ $$aIncludes bibliographical references.
000760770 5050_ $$aChapter 1 Mathematics at the Margins -- Chapter 2 Being at the margins ≠ being unsuccessful at mathematics -- Chapter 3 Mathematics and marginality -- Chapter 4 Marginality and mathematics -- Chapter 5 Crossing the divide -- Chapter 6 Redressing the imbalance -- Chapter 7 Maintaining the momentum.
000760770 506__ $$aAccess limited to authorized users.
000760770 520__ $$aThis book reports the impact a four-year longitudinal study (Representations, Oral Language and Engagement in Mathematics (RoleM)) had on teachers and students from 16 schools in disadvantaged contexts. It offers theories with regard to the interplay between teaching and learning mathematics as teachers and students in these contexts implement a mathematics program. The data are longitudinal, drawn from 154 teachers and their students (up to 1738 students) from the first four years of school (Foundation to Year 3). To ascertain the effectiveness of the RoleM Professional Learning model, teachers were interviewed three times a year and pre and post-tests were administered to students at the beginning and end of each year. Students' results indicated that all students' understanding of mathematics improved significantly, with the ESL students showing the greatest gains. Their results matched the norm-referenced expectations for all Australian students of this age. This book shares the journey of these teachers, Indigenous teacher aides and students. It outlines the dimensions of the research findings that supported teachers to become effective teachers of mathematics and assisted students in becoming successful learners of mathematics. The book also draws on the expertise of researchers from both Canada and New Zealand. They share the similarities and the differences between RoleM findings and their own contexts, in order to draw general conclusions for the effective teaching and learning of mathematics at the margins of society.
000760770 588__ $$aOnline resource; title from PDF title page (viewed March 28, 2016).
000760770 650_0 $$aMathematics$$xStudy and teaching.
000760770 7001_ $$aMiller, Jodie,$$eauthor.
000760770 77608 $$iPrint version:$$aWarren, Elizabeth.$$tMathematics at the Margins.$$dSingapore : Springer Singapore, ©2016$$z9789811007019
000760770 830_0 $$aSpringerBriefs in education.
000760770 852__ $$bebk
000760770 85640 $$3SpringerLink$$uhttps://univsouthin.idm.oclc.org/login?url=http://link.springer.com/10.1007/978-981-10-0703-3$$zOnline Access$$91397441.1
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000760770 980__ $$aEBOOK
000760770 980__ $$aBIB
000760770 982__ $$aEbook
000760770 983__ $$aOnline
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