Achieving Excellence and Equality in Mathematics: Two Degrees of Freedom?

Autor/inn/en	Schmidt, William H.; Xin, Tao; Guo, Siwen; Wang, Xuran
Titel	Achieving Excellence and Equality in Mathematics: Two Degrees of Freedom?
Quelle	In: Journal of Curriculum Studies, 54 (2022) 6, S.772-791 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schmidt, William H.) ORCID (Xin, Tao)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2022.2098536
Schlagwörter	Mathematics Education; Equal Education; Educational Opportunities; Achievement Tests; Foreign Countries; Secondary School Students; International Assessment; Mathematics Curriculum; Educational Policy; Family Characteristics; Mathematics Achievement; Socioeconomic Status; Developed Nations; Developing Nations; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Mathematische Bildung; Bildungsangebot; Bildungschance; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Politics of education; Bildungspolitik; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Socio-economic status; Sozioökonomischer Status; Developed countries; Industriestaat; Industrieland; Developing country; Developing countries; Entwicklungsland
Abstract	Countries across the world have seen a growing gap in mathematics performance between low-SES children and those from wealthier backgrounds. The issue of inequality not only relates to student performance, but also to schooling--as defined by the mathematics curriculum and its distribution of the related opportunities to learn. Whether relationships between student background, schooling (curriculum coverage), and performance varies between countries with different levels of development has become a question of particular interest to countries and their curriculum-related policies. Those same countries want to achieve both international recognition for excellence as well as equality. Relatedly, the policy question that has arisen is whether both excellence and equality can be achieved simultaneously. The answers to both questions are complex as the relationships between the three key concepts vary among the 63 PISA countries by substantial amounts. Additionally, the averages between the three types of countries vary as well. This all leads to the conclusion that the probability of achieving both excellence and equality varies by the wealth of the country. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01