The construction of a mathematical habitus: Implications of ability grouping in the middle years

Robyn Zevenbergen

    Research output: Contribution to journalArticle

    34 Citations (Scopus)

    Abstract

    Ability grouping is a common practice in many mathematics classrooms. Its negative effects on students have been documented in research spanning two decades or more, and yet it is still widely implemented'in some countries even mandated. Using data from interviews with Australian students in the compulsory years of secondary schooling (14-16 year-olds), and using the theoretical tools offered by Bourdieu, I argue that the objective practices of school mathematics create an environment through which students internalize the practices to develop a sense of self, a habitus. This habitus potentially is more or less empowering, depending on the experiences within these streamed settings.
    Original languageEnglish
    Pages (from-to)607-619
    Number of pages13
    JournalJournal of Curriculum Studies
    Volume37
    Issue number5
    DOIs
    Publication statusPublished - 2005

    Fingerprint Dive into the research topics of 'The construction of a mathematical habitus: Implications of ability grouping in the middle years'. Together they form a unique fingerprint.

  • Cite this