Academic journal article Canadian Journal of Education

Teaching Unheard Voices: Students At-Risk in Mathematics

Academic journal article Canadian Journal of Education

Teaching Unheard Voices: Students At-Risk in Mathematics

Article excerpt

To examine the mathematics classroom experiences of students considered to be "atrisk," we conducted case studies of four students in grades 7, 8, and 9 in Northwestern Ontario. The case studies revea|ed that their mathematics classes offered few opportunities for active, engaging learning or activities that students experienced as being relevant. Their teachers, who generally used traditional practices, seemed reluctant or unable to adopt reform-based teaching methodologies. Based on the diversity of the observed students' characteristics and learning needs, and the chal|enges these impose on classroom dynamics, we suggest earlier intervention for atrisk students as well as more substantial professional development for teachers.

Key words: mathematics learning, mathematics education, classroom environments

Afin d'analyser durant les cours de mathematiques les experiences d'eleves juges a risque, les auteurs ont effectue des etudes de cas portant sur quatre eleves en 7e, 8e et 9e annees dans le nord-ouest de l'Ontario. Ces etudes de cas ont revele que leurs cours de mathematiques leur offraient peu d'occasions d'apprentissage actif ou d'activites pertinentes que les eleves pouvaient trouver interessantes. …

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