Understanding why low-income students consistently perform below their middle-income peers on achievement tests, particularly in mathematics, is an issue that has received no small amount of attention in recent years. This study contributes to this understanding by examining deeply the experiences and participation of 15 low-income students during mathematics lessons in six diverse fifth-classrooms. Using observations, transcripts of lessons, and interviews as a guide, the author concludes that the participation of low-income students in mathematics lessons is largely influenced by the classroom settings in which the students are housed. The low-income students who were surrounded primarily by other low-income students in their classrooms had very different experiences from their underserved peers in middle-income classrooms. These findings imply that classroom context---including the students in the classroom---can shape how mathematics is taught and how underserved students participate in that instruction.The teacher had been absent the previous day, and she asked the students what they had done with the substitute teacher. Monique and Derek loudly proclaimed that the substitute teacher had been more fun, allowing them to watch a movieanbsp;...
|Title||:||How Do Students from Different Socioeconomic Backgrounds Respond to Mathematics Instruction|
|Author||:||Megan Renee Schleppenbach|
|Publisher||:||ProQuest - 2009|