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Boaler Jo (2002). « Learning from teaching: Exploring the relationship between reform curriculum and equity ». Journal for Research in Mathematics Education, vol. 33, n° 4, juillet, p. 239–258. En ligne : <http://www.jstor.org/st ... 749740?origin=JSTOR-pdf>. 
Added by: Catherine Reverdy (07 Feb 2013 09:15:07 Europe/Paris)
Resource type: Journal Article
BibTeX citation key: Boaler2002
Categories: Apprentissages et psychologie
Subcategories: Apprentissage par projet, Pratiques enseignantes, Pratiques enseignantes
Keywords: apprentissage par projet, efficacité, enseignement secondaire, genre, inégalité sociale, pratique pédagogique, réforme de l'enseignement
Creators: Boaler
Collection: Journal for Research in Mathematics Education
Views: 465/1090
Views index: 29%
Popularity index: 7.25%
URLs     http://www.jstor.o ... 0?origin=JSTOR-pdf
Abstract     
Some researchers have expressed doubts about the potential of reform-oriented curricula to promote equity. This article considers this important issue and argues that investigations into equitable teaching must pay attention to the particular practices of teaching and learning that are enacted in classrooms. Data are presented from two studies in which middle school and high school teachers using reform-oriented mathematics curricula achieved a reduction in linguistic, ethnic, and class inequalities in their schools. The teaching and learning practices that these teachers employed were central to the attainment of equality, suggesting that it is critical that relational analyses of equity go beyond the curriculum to include the teacher and their teaching.
Added by: Catherine Reverdy  
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