Ability Grouping in Mathematics Classrooms: A Bourdieuian Analysis.

By R. Zevenbergen. 2003

52 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/496cad17fb04d26e66fce139ebc82b2aa02ec059

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. J. Way
2. J. Bobis
3. Judy Anderson
4. Andrew J. Martin
5. Núria Planas
6. Núria Gorgorió
7. Paul Ginns
8. Rebecca J. Collie

Citations in the corpus

• Exploring the Ups and Downs of Mathematics Engagement in the Middle Years of School (2015, background): “Such findings have called into question the self-concept and engagement yields of ability grouping and academically selective academic environments (Marsh, 2007; Zevenbergen, 2003).”
• Are different students expected to learn norms differently in the mathematics classroom? (2004, background): “Recent work (Nkhoma, 2002; Zevenbergen, 2003) has documented that many students from minority groups experience difficulties when trying to participate in contexts of mathematical practices where they do not feel themselves represented, when others do not recognise them, or when they have to cope…”