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How a Detracked Mathematics Approach Promoted Respect, Responsibility, and High Achievement

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References

1997Working for equity in heterogeneous classrooms : sociological theory in practice327 cited
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2002Experiencing school mathematics : traditional and reform approaches to teaching and their impact on student learning252 cited
1999Teacher Questioning to Promote Justification and Generalization in Mathematics: What Research Practice Has Taught Us196 cited

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2015Reframing Practice: Teacher Learning Through Interactions in a Collaborative Group120 cited
2014Noticing Children's Participation: Insights Into Teacher Positionality Toward Equitable Mathematics Pedagogy110 cited
2012Justification as a teaching and learning practice: Its (potential) multifacted role in middle grades mathematics classrooms87 cited
2008Turnaround Students in High School Mathematics: Constructing Identities of Competence Through Mathematical Worlds84 cited

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2011Equity in Discourse for Mathematics Education78 cited

2010Imagining the mathematician: young people talking about popular representations of maths63 cited

2019Hidden competence: women’s mathematical participation in public and private classroom spaces63 cited

2016Friendships and Group Work in Linguistically Diverse Mathematics Classrooms: Opportunities to Learn for English Language Learners59 cited

2018Learners’ attitudes to mixed-attainment grouping: examining the views of students of high, middle and low attainment57 cited

2017Exploring teachers’ practices in teaching Mathematics and Statistics in KwaZulu-Natal schools55 cited

20084. Promoting Student Collaboration in a Detracked, Heterogeneous Secondary Mathematics Classroom52 cited

2021PERAN GURU KRISTEN DALAM MENUNTUN SISWA MEMANDANG MATEMATIKA [THE ROLE OF CHRISTIAN TEACHERS IN GUIDING STUDENTS TO VIEW MATHEMATICS]7 cited