Studying social representations of mathematics learning in multiethnic primary schools: work in progress

Abstract

This paper reports preliminary findings from an ongoing project on mathematics learning in multiethnic primary schools in England. Four case studies of primary school-children of Bangladeshi origin, containing information from interviews with the children, their parents and their teachers, will be presented. The analysis suggests ways in which the different representations of these groups may contribute to difficulties the children experience in reconciling what they learn of mathematics at home and what they are required to learn at school.