國立虎尾科技大學 |

All-Attainment Teaching in Secondary Mathematics = Philosophy, Practice and Social Justice /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	All-Attainment Teaching in Secondary Mathematics / by Colin Jackson.
其他題名:	Philosophy, Practice and Social Justice /
作者:	Jackson, Colin.
面頁冊數:	XIX, 208 p. 24 illus., 15 illus. in color.online resource. :
Contained By:	Springer Nature eBook
標題:	Educational Philosophy. -
電子資源:	https://doi.org/10.1007/978-3-030-92361-7
ISBN:	9783030923617

All-Attainment Teaching in Secondary Mathematics = Philosophy, Practice and Social Justice /
Jackson, Colin.

All-Attainment Teaching in Secondary Mathematics Philosophy, Practice and Social Justice /[electronic resource] :by Colin Jackson. - 1st ed. 2022. - XIX, 208 p. 24 illus., 15 illus. in color.online resource.

Chapter 1. Backstory: Growing up working-class in Northern Ireland: schooling not education -- Chapter 2. Introduction -- Chapter 3. Class, schooling and the legitimation of inequality -- Chapter 4. Class, "ability" groups and mathematics in English secondary schools -- Chapter 5. Methodological and method considerations -- Chapter 6. Data collection, processing and analysis -- Chapter 7. Introducing the teachers -- Chapter 8. The teachers: what sustains them -- Chapter 9. Introducing, developing and maintaining all-attainment while convincing others -- Chapter 10. How the teachers make all-attainment work in the classroom -- Chapter 11. Conclusion.

This book is about the promotion of all-attainment teaching in the mathematics classroom. The book contains the individual stories of six teachers working in three different schools: an inner London comprehensive with a largely working class intake, a comprehensive on the south coast and a rural comprehensive in Cambridgeshire. Each story describes and explains in brief the background of the teacher and how each came to teach all-attainment groups in mathematics. The research reported in this book is the only close examination and analysis of the practices and methodologies of successful all-attainment educators in the modern age. Three major themes are identified and examined: what sustains the teachers; how they introduce, develop and maintain all-attainment teaching; and how they make all-attainment work in the classroom. From an analysis of these findings, the book presents two interrelated models of the knowledge and understandings the research has generated. The first one is an overarching model of situation and horizon. Used as a means of visualizing and understanding the current situation for teachers, it can aid in encouraging change for the better. The second model offers teachers a way to think of all-attainment teaching as an enabler for all students, most especially for disadvantaged students. Both models have original and explanatory power and offer new ways of conceptualizing how mathematics teaching for social justice might be understood and implemented, offering fresh perspectives and unique insights. As such it will be of help to students at undergraduate, Masters and doctoral level and to education researchers more widely.

ISBN: 9783030923617

Standard No.: 10.1007/978-3-030-92361-7doiSubjects--Topical Terms:

677294
Educational Philosophy.

LC Class. No.: QA10.92-20

Dewey Class. No.: 510.71

All-Attainment Teaching in Secondary Mathematics = Philosophy, Practice and Social Justice /
LDR:03747nam a22004215i 4500 001 1094091
003 DE-He213
005 20220209075633.0
007 cr nn 008mamaa
008 221228s2022 sz | s |||| 0|eng d
020 $a 9783030923617 $9 978-3-030-92361-7
024 7 $a 10.1007/978-3-030-92361-7 $2 doi
035 $a 978-3-030-92361-7
050 4 $a QA10.92-20
072 7 $a JNU $2 bicssc
072 7 $a PB $2 bicssc
072 7 $a EDU029010 $2 bisacsh
072 7 $a JNU $2 thema
072 7 $a PB $2 thema
082 0 4 $a 510.71 $2 23
100 1 $a Jackson, Colin. $e author. $4 aut $4 http://id.loc.gov/vocabulary/relators/aut $3 1402160
245 1 0 $a All-Attainment Teaching in Secondary Mathematics $h [electronic resource] : $b Philosophy, Practice and Social Justice / $c by Colin Jackson.
250 $a 1st ed. 2022.
264 1 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2022.
300 $a XIX, 208 p. 24 illus., 15 illus. in color. $b online resource.
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
347 $a text file $b PDF $2 rda
505 0 $a Chapter 1. Backstory: Growing up working-class in Northern Ireland: schooling not education -- Chapter 2. Introduction -- Chapter 3. Class, schooling and the legitimation of inequality -- Chapter 4. Class, "ability" groups and mathematics in English secondary schools -- Chapter 5. Methodological and method considerations -- Chapter 6. Data collection, processing and analysis -- Chapter 7. Introducing the teachers -- Chapter 8. The teachers: what sustains them -- Chapter 9. Introducing, developing and maintaining all-attainment while convincing others -- Chapter 10. How the teachers make all-attainment work in the classroom -- Chapter 11. Conclusion.
520 $a This book is about the promotion of all-attainment teaching in the mathematics classroom. The book contains the individual stories of six teachers working in three different schools: an inner London comprehensive with a largely working class intake, a comprehensive on the south coast and a rural comprehensive in Cambridgeshire. Each story describes and explains in brief the background of the teacher and how each came to teach all-attainment groups in mathematics. The research reported in this book is the only close examination and analysis of the practices and methodologies of successful all-attainment educators in the modern age. Three major themes are identified and examined: what sustains the teachers; how they introduce, develop and maintain all-attainment teaching; and how they make all-attainment work in the classroom. From an analysis of these findings, the book presents two interrelated models of the knowledge and understandings the research has generated. The first one is an overarching model of situation and horizon. Used as a means of visualizing and understanding the current situation for teachers, it can aid in encouraging change for the better. The second model offers teachers a way to think of all-attainment teaching as an enabler for all students, most especially for disadvantaged students. Both models have original and explanatory power and offer new ways of conceptualizing how mathematics teaching for social justice might be understood and implemented, offering fresh perspectives and unique insights. As such it will be of help to students at undergraduate, Masters and doctoral level and to education researchers more widely.
650 2 4 $a Educational Philosophy. $3 677294
650 2 4 $a Pedagogy. $3 1148703
650 1 4 $a Mathematics Education. $3 671509
650 0 $a Education—Philosophy. $3 1254228
650 0 $a Teaching. $3 555255
650 0 $a Mathematics—Study and teaching . $3 1253684
710 2 $a SpringerLink (Online service) $3 593884
773 0 $t Springer Nature eBook
776 0 8 $i Printed edition: $z 9783030923600
776 0 8 $i Printed edition: $z 9783030923624
776 0 8 $i Printed edition: $z 9783030923631
856 4 0 $u https://doi.org/10.1007/978-3-030-92361-7
912 $a ZDB-2-EDA
912 $a ZDB-2-SXED
950 $a Education (SpringerNature-41171)
950 $a Education (R0) (SpringerNature-43721)