Differentiation from an Advanced Standpoint: Outcomes of Mathematics Teachers' Action Research Studies Aimed at Raising Attainment

Autor/inn/en	Coles, Alf; Brown, Laurinda
Titel	Differentiation from an Advanced Standpoint: Outcomes of Mathematics Teachers' Action Research Studies Aimed at Raising Attainment
Quelle	In: Mathematics Teacher Education and Development, 23 (2021) 3, S.166-181 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-3901
Schlagwörter	Mathematics Instruction; Teaching Methods; Action Research; Secondary School Teachers; Achievement Gains; Mathematics Achievement; Foreign Countries; Mathematics Teachers; Faculty Development; Teacher Student Relationship; Individualized Instruction; Access to Education; Disproportionate Representation; College Attendance; Teacher Attitudes; Grades (Scholastic); United Kingdom (Bristol) + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Projektforschung; Achievement gain; Leistungssteigerung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Individualisierender Unterricht; Education; Access; Bildung; Zugang; Bildungszugang; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Lehrerverhalten; Notenspiegel
Abstract	In this article we propose the notion of differentiation from an advanced standpoint as a teaching strategy, particularly valuable for working with students with low prior attainment. The notion arose from an enactivist analysis of the work of three teachers, engaged in action research in their own classrooms. All three teachers chose to teach their students (who were aged 15-16) topics that are usually only offered to those with relatively high prior attainment in mathematics. No intermediate or bridging topics were offered, instead, these teachers found ways to differentiate work for their classes, from this advanced standpoint. There is tentative evidence of students experiencing their relationship to mathematics in new ways, recognising they were doing "A-grade" work, and of gains in their attainment. There is also evidence of the teachers' own surprise at what their students could achieve. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: https://mted.merga.net.au/index.php/mted/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01