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Mathematics Teachers, Reform, and Equity: Results from the Brazilian National Assessment

Creso Franco, Paola Sztajn, Maria Isabel Ramalho Ortigão 

July 2007, Volume 38, Issue 4, Page 393

Abstract:
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.  

Keywords:
Research Studies
Article
Grades 9-12
Math Coordinator / Coach
Linear Inequalities
Equity / Diversity / Special Needs
Teacher
Manipulatives
Professional Development / Teacher Education
Reasoning and Proof
Representation
Theory