Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements

Executive Summary

Creating Mathematical Futures through an Equitable Teaching Approach: The Case of Railside School


by Jo Boaler & Megan Staples 2008


To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Sign-in
Email:
Password:
   Store a cookie on my computer that will allow me to skip this sign-in in the future.
    Send me my password -- I can't remember it
 
Purchase this Article
Purchase Creating Mathematical Futures through an Equitable Teaching Approach: The Case of Railside School
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees. The pass is valid for the lifetime of your membership -- no renewal is necessary.
$12
 
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210
 


Cite This Article as: Teachers College Record Volume 110 Number 3, 2008, p. 608-645
http://www.tcrecord.org ID Number: 14590, Date Accessed: 12/11/2017 6:02:34 PM
Article Tools
Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • Jo Boaler
    University of Sussex, England
    E-mail Author
    JO BOALER is the Marie Curie Professor of Education at the University of Sussex, England. Her research interests include mathematics teaching and learning and equity. She is the author of three books: Connecting Mathematical Ideas (2005), with Cathy Humphreys; Experiencing School Mathematics (1997 & 2002); and Multiple Perspectives on Mathematics Education (2000).
  • Megan Staples
    University of Connecticut
    E-mail Author
    MEGAN STAPLES is an assistant professor of mathematics education at the Neag School of Education at the University of Connecticut. Her research interests include the development and nature of mathematical discourse in collaborative classrooms and the mathematical preparation of secondary teachers.
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS