[Maths-Education] Re: Research and teacher practices for 'working class' underachievement in secondary mathematics

[Peter Gates]

Hi Phil,

It is exactly a problem of class. The difficulty is that the majority of teachers of mathematics are not at all bothered about social class. Well they have such low aspirations don't they these working class kids? So ... there is therefore no problem of class. (i.e. teachers - in a generic sense - are the problem not the solution) It gets turned into an issue of low attainment and underachievement rather than one of selective exclusion of those who are different to us middle class teachers. I think maths teachers first have to acknowledge and then take up the class struggle personally but they have to believe in it. 

That's my cat to your pigeons.

Peter

Dr Peter Gates
Centre for Research in Mathematics Education
School of Education
University of Nottingham


-----Original Message-----
From: maths-education-bounces at lists.nottingham.ac.uk [mailto:maths-education-bounces at lists.nottingham.ac.uk] On Behalf Of Phillip Kent
Sent: Friday, February 18, 2011 2:08 PM
To: maths-education
Subject: [Maths-Education] Research and teacher practices for 'working class' underachievement in secondary mathematics

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Dear colleagues,

I'd appreciate some pointers to research and guidance on dealing with
the problem of 'working class' underachievement in maths in secondary
school. I realise there is a huge literature on this, in terms of
statistical analysis on the existence of the problem, sociological-type
analysis of classroom behaviours (a la Bernstein, etc), and research on
teachers' beliefs about 'ability' and so on.

However, I'm specifically interested in any research/guidance about what
is effective for maths teachers to do in practice in classrooms. There
is a very familiar type of student who for 'social' reasons comes to
construct for him or herself an identity as someone who 'can't do
maths', which is not related to his or her actual mathematical
potential. Then how should the teacher break through this identity to
tap into the actual potential and interest? 

Perhaps I am wrong to see this as essentially a problem of 'class'. Any
thoughts welcome.

- Phillip

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Dr Phillip Kent, London, UK
mathematics  education  technology  research
phillip.kent at gmail.com  mobile: 07950 952034
www.phillipkent.net
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