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Teaching Unheard Voices: Students At-Risk in Mathematics
- Source :
-
Canadian Journal of Education . 2008 31(4):1039-1064. - Publication Year :
- 2008
-
Abstract
- To examine the mathematics classroom experiences of students considered to be "at-risk," we conducted case studies of four students in grades 7, 8, and 9 in North-western Ontario. The case studies revealed that their mathematics classes offered few opportunities for active, engaging learning or activities that students experienced as being relevant. Their teachers, who generally used traditional practices, seemed reluctant or unable to adopt reform-based teaching methodologies. Based on the diversity of the observed students' characteristics and learning needs, and the challenges these impose on classroom dynamics, we suggest earlier intervention for at-risk students as well as more substantial professional development for teachers. (Contains 4 figures and 2 notes.)
Details
- Language :
- English
- ISSN :
- 0380-2361
- Volume :
- 31
- Issue :
- 4
- Database :
- ERIC
- Journal :
- Canadian Journal of Education
- Publication Type :
- Academic Journal
- Accession number :
- EJ830508
- Document Type :
- Journal Articles<br />Reports - Research