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

  title={Creating Mathematical Futures through an Equitable Teaching Approach: The Case of Railside School},
  author={Jo Boaler and Megan Staples},
  journal={Teachers College Record: The Voice of Scholarship in Education},
  pages={608 - 645}
  • J. Boaler, Megan Staples
  • Published 1 March 2008
  • Education
  • Teachers College Record: The Voice of Scholarship in Education
Background/Context School tracking practices have been documented repeatedly as having negative effects on students’ identity development and attainment, particularly for those students placed in lower tracks. Despite this documentation, tracking persists as a normative practice in American high schools, perhaps in part because we have few models of how departments and teachers can successfully organize instruction in heterogeneous, high school mathematics classes. This paper offers one such… 

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