July 2007, Vol. 38, Issue 4
Mathematics Teachers, Reform, and Equity: Results from the Brazilian National Assessment
Creso Franco, Paola Sztajn, Maria Isabel Ramalho Ortigão
The authors use data from a large-scale Brazilian national assessment to discuss the relation between reform teaching and equity in mathematics education. They study the dimensionality of teaching style to better qualify what reform teaching means.
This article is available to members of NCTM who subscribe to
Journal for Research in Mathematics Education. Don't miss out—join now or upgrade your membership. You may also purchase this article now for online access.
Log In/Create Account
Purchase Article