Mathematics at the Margins pp 1-13 | Cite as

# Mathematics at the Margins

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## Abstract

Schools classified as marginalized exhibit a complex cluster of factors, including parents who have low socio-economic status and low levels of education, and contexts where social networks are weak, there are few role models and in general there is a lack of opportunity. In the Australian context these schools tend to be in isolated geographical locations, and have large cohorts of students who either have English as their second language or are Indigenous. The problems that these schools face are universal. Teachers often struggle to work in these contexts, and students are at the greatest risk of not succeeding at school let alone mathematics. The focus of this book is to share the findings from a four-year longitudinal study *Representations, Oral Language and Engagement in Mathematics (RoleM)* that was situated in the most marginalized schools in Queensland, Australia. The participating students were in their first four years of school. The overall aim of the book is to share the journey of these teachers and students, and to draw out the dimensions that assisted these students to become successful learners of mathematics.

## Keywords

Teaching Mathematic Professional Learning Mathematics Curriculum Indigenous Student Mathematics Content Knowledge## References

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