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Cultural and Institutional Inequalities: The case of mathematics education in Flemish schools

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Cultural and Institutional Inequalities : The case of mathematics education in Flemish schools. / Larvor, Brendan; François, Karen.

In: The Journal of Mathematics and Culture , Vol. 10, No. 2, 09.09.2016.

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@article{402af2f4f69445a99a3e4920c3f1e4a3,
title = "Cultural and Institutional Inequalities: The case of mathematics education in Flemish schools",
abstract = "This paper has three parts. The first sketches the evolving notions of mathematical and statistical literacy. The second presents the twin resreach programmes of Ethnomathematics and Crtiical Matehmatics Education. The third part considers education in mathematical and statistical literacy in Flanders secondary schools. Attainment outcomes in Flemish schools show marked differences when analysed by native language and, separately, for immigration status, even when controlled for social and economic status. We claim that these data demonstrate the significance of two levels of Bishop{\textquoteright}s five-level analysis and indicate the practical and political importance of research into Ethnomathematics and Critical Mathematics Education.",
keywords = "mathematics , Education, Flanders, Inequality",
author = "Brendan Larvor and Karen Fran{\c c}ois",
year = "2016",
month = sep,
day = "9",
language = "English",
volume = "10",
journal = "The Journal of Mathematics and Culture ",
number = "2",

}

RIS

TY - JOUR

T1 - Cultural and Institutional Inequalities

T2 - The case of mathematics education in Flemish schools

AU - Larvor, Brendan

AU - François, Karen

PY - 2016/9/9

Y1 - 2016/9/9

N2 - This paper has three parts. The first sketches the evolving notions of mathematical and statistical literacy. The second presents the twin resreach programmes of Ethnomathematics and Crtiical Matehmatics Education. The third part considers education in mathematical and statistical literacy in Flanders secondary schools. Attainment outcomes in Flemish schools show marked differences when analysed by native language and, separately, for immigration status, even when controlled for social and economic status. We claim that these data demonstrate the significance of two levels of Bishop’s five-level analysis and indicate the practical and political importance of research into Ethnomathematics and Critical Mathematics Education.

AB - This paper has three parts. The first sketches the evolving notions of mathematical and statistical literacy. The second presents the twin resreach programmes of Ethnomathematics and Crtiical Matehmatics Education. The third part considers education in mathematical and statistical literacy in Flanders secondary schools. Attainment outcomes in Flemish schools show marked differences when analysed by native language and, separately, for immigration status, even when controlled for social and economic status. We claim that these data demonstrate the significance of two levels of Bishop’s five-level analysis and indicate the practical and political importance of research into Ethnomathematics and Critical Mathematics Education.

KW - mathematics

KW - Education

KW - Flanders

KW - Inequality

M3 - Article

VL - 10

JO - The Journal of Mathematics and Culture

JF - The Journal of Mathematics and Culture

IS - 2

ER -