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Personalising mathematics for low SES students in schools with open-plan settings
Mathematics educators now broadly agree about key dimensions of quality mathematics programs and experiences (Schoenfeld, 2014), but achieving these practices in schools with high concentrations of low SES students remains a challenge in many countries (Black, 2007; Greeno & Collins, 2008). In this chapter we first review current understandings of what enables quality learning in mathematics, as a basis for reporting on the impacts of personalised learning approaches to this subject in three of the BEP colleges: Whirrakee, Ironbark and Melaleuca. We claim that the open-plan settings operated as a catalyst for curricular reform in mathematics, leading to improved student performance and enhanced student attitudes to this subject.
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Title of book
Personalising learning in open-plan schoolsChapter number
7Pagination
121 - 142Publisher
Sense PublishersPlace of publication
Rotterdam, The NetherlandsISBN-13
9789463001915Language
engPublication classification
B Book chapter; B1.1 Book chapterCopyright notice
2015, Sense PublishersExtent
13Editor/Contributor(s)
V Prain, P Cox, C Deed, D Edwards, C Farrelly, M Keeffe, V Lovejoy, L Mow,, P Sellings, B WaldripUsage metrics
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