Equity, Diversity, Social Justice and Ethics in Mathematics Education

Atweh, Bill; Vale, Colleen; Walshaw, Margaret

doi:10.1007/978-94-6091-970-1_4

Cited by 17 publications

(9 citation statements)

References 27 publications

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“…An interesting insight to emerge from the child factors model and the combined model was that girls tended to perform lower than boys on NAPLAN numeracy assessment (ES = 0.23, t = 6.7). Although this is consistent with extant research on gender and mathematics (for example, Vale et al ., ; Atweh et al ., ), it is nonetheless a surprising result, and begs the question: Why? Two separate bodies of literature suggest an explanation for this.…”

Section: Discussionmentioning

confidence: 95%

“…The Australasian studies canvassed by Atweh et al . () indicate that gender differences, with males performing more favourably, are clearly evident in the primary years in particular. Effect sizes, however, are quite small with, for example, Vale et al .…”

Section: Literature Reviewmentioning

confidence: 97%

“…In their review of Australasian research on gender differences in mathematics achievement, Atweh et al . () report that trends in the gender gap for mathematics achievement, participation and affective factors in Australia since the mid 1990s reveal a widening gap favouring males. Similar trends have also been observed in New Zealand (Organisation of Economic Cooperation and Development [OECD], ).…”

Section: Literature Reviewmentioning

confidence: 99%

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Predictors of numeracy performance in national testing programs: insights from the longitudinal study of Australian children

Carmichael

MacDonald

McFarland

2013

British Educational Res J

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This article is based on an exploratory study that examines factors which predict children's performance on the numeracy component of the Australian National Assessment ProgramLiteracy and Numeracy (NAPLAN). Utilizing an ecological theoretical model, this study examines child, home and school variables which may enable or constrain NAPLAN numeracy performance. Data are presented from a nationally-representative sample of 2450 children participating in the Longitudinal Study of Australian Children (LSAC). Twenty-four children, home and school variables are tested as predictors of performance on the Year 3 NAPLAN numeracy assessment. The analysis includes an investigation of bivariate relationships between the outcome variable and each of the predictor variables. Following this a series of linear regression models are used to analyse the relation between child, home and school-related variables and NAPLAN numeracy performance. The results support the ecological model and point to the importance of a supportive home-school relationship on children's numeracy performance.

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Section: Discussionmentioning

confidence: 95%

Section: Literature Reviewmentioning

confidence: 97%

Section: Literature Reviewmentioning

confidence: 99%

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Predictors of numeracy performance in national testing programs: insights from the longitudinal study of Australian children

Carmichael

MacDonald

McFarland

2013

British Educational Res J

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“…Equity in access to mathematics resources for all students has been internationally considered as an important issue in mathematics education (Atweh, Vale, & Walshaw, 2012 …”

Section: Introductionmentioning

confidence: 99%

A Study of Number Sense Performance among Low-SES Students, New Immigrant Children, and Typical Learners in Grades Four Through Six

Chen¹,

Yang

2015

EURASIA J MATH SCI T

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To examine the relative performance in number sense among low-SES students, new immigrant students, and typical learners in grades 4 through 6, data were collected through a number sense web-based, two-tier test. A total of 628 fourth graders, 535 fifth graders, and 524 sixth graders in Taiwan participated in this study. Results showed that there were statistically significant differences in number sense performance among new immigrant children, low-SES students, and typical learners in the fourth, fifth, and sixth grades. The subsequent post hoc comparisons indicated that there was a statistically significant difference between typical learners and new immigrant children in fourth and fifth grades. Moreover, there were statistically significant differences between typical learners and low-SES students in fifth and sixth grades. The Chi-squared test results also showed that there were significant differences in the uses of solution methods between the fourth, fifth, and sixth graders. Implications of this study and suggestions for the future studies are discussed.

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“…Severe poverty, often exacerbated in rural areas due to a lack of employment, education opportunities, and infrastructure, manifests the situation (Adler et al 2009). Differences in students' success in mathematics are often correlated with the size of their community, along with its degree of remoteness (Atweh et al 2012). In other situations, severe environmental conditions, including drought and flood, heighten the challenging nature of educational opportunities in rural areas (Lowrie 2007).…”

Section: Differences In Student Performancementioning

confidence: 99%

Encyclopedia of Mathematics Education

Sutherland¹,

Rojano²

2014

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Equity, Diversity, Social Justice and Ethics in Mathematics Education

Cited by 17 publications

References 27 publications

Predictors of numeracy performance in national testing programs: insights from the longitudinal study of Australian children

Predictors of numeracy performance in national testing programs: insights from the longitudinal study of Australian children

A Study of Number Sense Performance among Low-SES Students, New Immigrant Children, and Typical Learners in Grades Four Through Six

Encyclopedia of Mathematics Education

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