Exploring Excellence and Equity within Canadian Mathematics Classrooms
نویسنده
چکیده
In an attempt to understand the processes that allow all students to successfully learn mathematics this paper conceptualizes a successful mathematics classroom in terms of excellence in mathematics and how equitably achievement is distributed. The study employs multilevel models and the Canadian data from the Third International Mathematics and Science Study to identify the characteristics of successful classrooms. The analysis indicates that the most successful classrooms are those in which students from disadvantaged socioeconomic backgrounds excel in mathematics. Disadvantaged students excel in mathematics classrooms in which instructional practices involve less groupings, the mathematics teachers are specialized, and in schools with lower student-teacher ratio.
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