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oai:www.ideals.illinois.edu:2142/80104 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Perry, Michelle Schleppenbach, Megan Renee 2015-09-25T19:55:21Z 2015-09-25T19:55:21Z 10000-01-01 2009 2009 Understanding why low-income students consistently perform below their middle-income peers on achievement tests, particularly in mathematics, is an issue that has received no small amount of attention in recent years. This study contributes to this understanding by examining deeply the experiences and participation of 15 low-income students during mathematics lessons in six diverse fifth-classrooms. Using observations, transcripts of lessons, and interviews as a guide, the author concludes that the participation of low-income students in mathematics lessons is largely influenced by the classroom settings in which the students are housed. The low-income students who were surrounded primarily by other low-income students in their classrooms had very different experiences from their underserved peers in middle-income classrooms. These findings imply that classroom context---including the students in the classroom---can shape how mathematics is taught and how underserved students participate in that instruction. Made available in DSpace on 2015-09-25T19:55:21Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3363087.pdf: 2516839 bytes, checksum: ad03cbd930918965f6b4133059bfe96a (MD5) Previous issue date: 2009 Embargo set by: Seth Robbins for item 81386 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 197 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009. http://hdl.handle.net/2142/80104 (MiAaPQ)AAI3363087 eng Education, Curriculum and Instruction How Do Students From Different Socioeconomic Backgrounds Respond to Mathematics Instruction? An Exploration From Diverse School Settings text Educational Psychology Educational Psychology University of Illinois at Urbana-Champaign Dissertation Ph.D.