| Description |
xii, 291 leaves ; 30 cm |
| Summary |
This study investigated the social context in which the learning of mathematics occured. It examined the practices of schools and mathematics in order to identify the ways in which they contributed to the construction of social difference. Accordingly, this study was concerned with how schools and mathematics classrooms contribute to working-class students lack of success in mathematics. The differences that occurred in these practices could be seen to contribute to the different outcomes likely to occur in the later years of schooling. It was argued that these differences mean that students from middle-classes would be more likely to undertake and be successful in the study of mathematics than their working-class peers |
| Notes |
Submitted to the Faculty of Education, Deakin University |
|
Thesis (Ph.D.)--Deakin University, Victoria, 1995 |
| Bibliography |
Bibliography: leaves 273-291 |
| Subject |
Mathematics -- Study and teaching (Primary) -- Psychological aspects.
|
|
Mathematics -- Study and teaching (Primary) -- Social aspects.
|
| Genre/Form |
Academic theses.
|
| Author |
Deakin University. Faculty of Education.
|
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