Supporting access for at-risk learners in mathematics: Research into practice

Abstract

Students attending schools in areas of low socio-economically status (SES) consistently face systemic barriers to success in mathematics education. The underlying causes of this disparity are complex and interrelated, spanning individual, institutional, and societal levels. This presentation draws on Bronfenbrenner’s bioecological framework to examine the multiple layers of influence affecting students’ access to mathematics. Building on this theoretical lens, I will share findings from recent research that explore strategies that educators can employ to better support students at risk of marginalisation and enhance their access to the mathematics curriculum.