"Cracking the Code" of mathematics classrooms:School success as a function of linguistic, social and cultural background

By Robyn Jorgensen. 2000

72 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/742cd6adc343d06fddb209c79dafe82ada5c4142

How researchers see this paper

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

1. Rochelle Gutiérrez
2. P. Valero
3. O. Skovsmose
4. D. Martin
5. A. Pais
6. Na'ilah Suad Nasir
7. Gregory V. Larnell
8. Susan Gregson

Citations in the corpus

• Democratic Access to Powerful Mathematical Ideas (2008, background): “…mathematics education –at least in certain forms– generates different situations of exclusion according to gender, race, language, class and abledness (e.g., Grevholm & Hanna, 1995; Keitel, 1998; Khuzwayo, 1998; Rogers & Kaiser, 1995; Secada, Fennema & Adajian, 1996; Zevenbergen, 2000a).”
• Enabling the Practice of Mathematics Teachers in Context: Toward a New Equity Research Agenda (2002, background): “Further, she suggested that students must be able to decode what teachers want and what form is acceptable to be considered legitimate members of the mathematics classroom (Zevenbergen, 2000).”