Mathematics Education: Exploring the Culture of Learning

By Barbara Allen; Sue Johnston-Wilder | Go to book overview

Tables
5.1 Response strategy on the tennis item (interview) by class (10-11 years) 74
5.2 Response strategy on the tennis item (interview) by sex (10-11 years) 74
5.3 Marks achieved (one mark available) on the tennis item in the interview context: initial response (10-11 years) 75
5.4 Marks achieved (one mark available) on the tennis item in the interview context after cued response (10-11 years) 77
5.5 Response strategy on the tennis item (interview) by class (13-14 years) 77
5.6 Response strategy on the tennis item (interview) by sex (13-14 years) 77
5.7 Marks achieved (one mark available) on the tennis item in the interview context: initial response (13-14 years) 77
5.8 Marks achieved (one mark available) on tennis item in the interview context: after cued response (13-14 years) 78
6.1 Assumptions about teaching and learning mathematics implicit in teacher-student interactions 99
6.2 Year 11 maths lesson 1: Finding the inverse of a 2 × 2 matrix 101
6.3 Year 11 maths lesson 2: Inverse and determinant of a 2 × 2 matrix 102
9.1 Comparison of cultures and domains of discourse 151
9.2 Outcome when whisperer's discourse is audible 156
12.1 Means and standard deviations (SD) of GCSE marks and NFER scores 211
12.2 Amber Hill overachievers 212
12.3 Amber Hill underachievers 212
12.4 Phoenix Park overachievers 212
12.5 Phoenix Park underachievers 213
12.6 GCSE mathematics results shown as percentages of students in each year group 214

-viii-

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