"It has long been recognized that common or traditional mathematical teaching practices do not serve all students. Often, lessons are pitched toward the "average" student in the class, leaving unengaged both students who are seen as advanced and those who are perceived as having difficulty. Lessons that depend on voluntary participation may be dominated by the quickest, most confident students. Teachers' interactions with students based on perceptions, perhaps unconscious, of students' relative mathematical competence, can ...
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"It has long been recognized that common or traditional mathematical teaching practices do not serve all students. Often, lessons are pitched toward the "average" student in the class, leaving unengaged both students who are seen as advanced and those who are perceived as having difficulty. Lessons that depend on voluntary participation may be dominated by the quickest, most confident students. Teachers' interactions with students based on perceptions, perhaps unconscious, of students' relative mathematical competence, can discourage participation of students from groups historically underrepresented in mathematics, particularly Black and Hispanic students, females, English language learners, and students with disabilities"-- Provided by publisher.
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