Marginality and Mathematics

Abstract

As evidenced in Chap. 3, the problem of disadvantaged students underperformance in mathematics can be addressed by changing how mathematics is enacted within the classroom context. This chapter investigates the issue of disadvantage in terms of the context in which students live, their cultural and educational background and the impact these have on learning mathematics (what these students bring to the equation). Its particular focus is on the participating students and their development as they move through the four years of the longitudinal study. At the completion of the project, the majority of students’ achievements in mathematics mirrored that of their mainstream counterparts. Students’ growth is measured according to their pre and post-test scores on a test administered at the commencement and conclusion of each year. This growth is examined in terms of students’ geographical location, ethnicity, and teacher experience. In addition, the chapter includes illustrative examples of how these students’ engagement with, and learning of, mathematics evolved over the four-year period.