Excellence and equity in pedagogy: Who is at risk of failing school mathematics and why?

Abstract

Excellence in pedagogy and curriculum are foundational to improving the outcomes for all students. The term “at-risk” is often used to refer to particular students who are likely to fail school mathematics. Often these students are described within individualistic terms – such as ability, motivation, engagement and so on. In this keynote, I seek to challenge these discourses and propose a notion of 'structured failing'. By identifying the ways in which school mathematics contributes to the non-random failure of particular students, educators are better positioned to develop improved practices to enhance access and learning for all students. The session develops a critique of practices within school mathematics to highlight various aspects of the field that contribute to the marginalisation of particular groups of students. A way forward is considered from the international literature, its application within the most disadvantaged and culturally diverse communities in Australia, and then questions posed for what this might look like in Asian contexts.