Abstract
Current trends towards progressive, constructivist-inspired pedagogies could have the potential to correct past inequities for low-SES students who have received more than their share of rote-based instruction (Anyon 1981; Means and Knapp 1991). However, even well-intended instructional reforms can advantage the students who are best positioned to reap their benefits, while disadvantaging others. This chapter focuses on a small group of US students’ experiences with reform-minded mathematics instruction and illuminates ways in which such instruction unintentionally privileged middle-class children.
| Original language | English (US) |
|---|---|
| Title of host publication | Reading Bernstein, Researching Bernstein |
| Editors | Brian Davies, Ana Morais |
| Publisher | Routledge |
| Pages | 108-122 |
| Number of pages | 15 |
| ISBN (Electronic) | 9780203461877 |
| ISBN (Print) | 9780415339827, 9781138866416 |
| DOIs | |
| State | Published - Jun 23 2004 |
| Externally published | Yes |
ASJC Scopus subject areas
- General Social Sciences