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The contexts of mathematics tasks and the context of the classroom: are we including all students?

Sullivan, Peter, Zevenbergen, Robyn and Mousley, Judy 2003, The contexts of mathematics tasks and the context of the classroom: are we including all students?, Mathematics education research journal, vol. 15, no. 2, pp. 107-121.

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Title The contexts of mathematics tasks and the context of the classroom: are we including all students?
Author(s) Sullivan, Peter
Zevenbergen, Robyn
Mousley, JudyORCID iD for Mousley, Judy orcid.org/0000-0003-1119-566X
Journal name Mathematics education research journal
Volume number 15
Issue number 2
Start page 107
End page 121
Publisher Mathematics Education Research Group of Australasia
Place of publication Sydney, N.S.W.
Publication date 2003
ISSN 1033-2170
2211-050X
Summary Mathematics teachers are encouraged to use realistic contexts in order to make mathematics more meaningful and accessible for all students. However, the focus group research reported in this article shows that decisions on the suitability of contexts are complex and multidimensional. Similarly, the way the task contexts are presented, and the way the tasks are incorporated into classroom routines have potential to alienate some groups of students. We suggest that teachers and researchers should be sensitive to difficulties that students might experience as a result of both the task and classroom contexts, and take specific steps to avoid or overcome the difficulties.
Language eng
Field of Research 130208 Mathematics and Numeracy Curriculum and Pedagogy
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2003, MERGA
Persistent URL http://hdl.handle.net/10536/DRO/DU:30008605

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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.