This book is about the promotion of all-attainment teaching in the mathematics classroom. The book contains the individual stories of six teachers working in three different schools: an inner London comprehensive with a largely working class intake, a comprehensive on the south coast and a rural comprehensive in Cambridgeshire. Each story describes and explains in brief the background of the teacher and how each came to teach all-attainment groups in mathematics. The research reported in this book is the only close examination and analysis of the practices and methodologies of successful all-attainment educators in the modern age. Three major themes are identified and examined: what sustains the teachers; how they introduce, develop and maintain all-attainment teaching; and how they make all-attainment work in the classroom. From an analysis of these findings, the book presents two interrelated models of the knowledge and understandings the research has generated. The first one is an overarching model of situation and horizon. Used as a means of visualizing and understanding the current situation for teachers, it can aid in encouraging change for the better. The second model offers teachers a way to think of all-attainment teaching as an enabler for all students, most especially for disadvantaged students. Both models have original and explanatory power and offer new ways of conceptualizing how mathematics teaching for social justice might be understood and implemented, offering fresh perspectives and unique insights. As such it will be of help to students at undergraduate, Masters and doctoral level and to education researchers more widely.

Autorentext

Colin Jackson completed his first degree in Engineering Science at Edinburgh University in the late 70s. After working in industry for several years he embarked on a mathematics PGCE at Chelsea College in the mid-80s. Having been convinced on the course of its benefits, he taught all-attainment mathematics over a period of fifteen years in several secondary schools in London and Yorkshire, first as a classroom teacher, then later as a Head of Department. Along the way he completed a second undergraduate degree in mathematics with the Open University. Around the millennium he moved into higher education working on the secondary mathematics PGCE and on undergraduate routes into teaching at Sheffield Hallam University. During his time there he was course leader for the BSc in Mathematics Education (Secondary), Mathematics Director for the create maths project, Project manager for the MAST programme based at Sheffield Hallam University and CPD leader for Mathematics in the Making (MIMA) a multinational Comenius project. He has a research profile in social justice in mathematics education. He retired in 2016 but still retains an active interest in mathematics education.

Inhalt
Chapter 1. Backstory: Growing up working-class in Northern Ireland: schooling not education.- Chapter 2. Introduction.- Chapter 3. Class, schooling and the legitimation of inequality.- Chapter 4. Class, "ability" groups and mathematics in English secondary schools.- Chapter 5. Methodological and method considerations.- Chapter 6. Data collection, processing and analysis.- Chapter 7. Introducing the teachers.- Chapter 8. The teachers: what sustains them.- Chapter 9. Introducing, developing and maintaining all-attainment while convincing others .- Chapter 10. How the teachers make all-attainment work in the classroom.- Chapter 11. Conclusion.