[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-597333-105":59,"doc-detail-597333-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","teaching-unheard-voices-students-at-risk-in-mathematics","Teaching Unheard Voices: Students At-Risk in Mathematics","","Teaching Unheard Voices examines how students identified as “at-risk” experience mathematics classes in grades 7 to 9 in Northwestern Ontario. Case studies of four students show limited opportunities for active, engaging, and relevant learning, alongside generally traditional teacher practices that appear reluctant or unable to adopt reform-based methodologies. Considering students’ varied characteristics and learning needs, the study argues for earlier intervention for at-risk students and more substantial professional development for teachers to support classroom dynamics.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teaching-unheard-voices-students-at-risk-in-mathematics/597333/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teaching-unheard-voices-students-at-risk-in-mathematics/597333.png","ImageObject",300,407,{"name":92,"@type":93},"Blue Pony","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the main purpose of the study on at-risk students in mathematics?","Question",{"text":112,"@type":113},"The study aimed to examine mathematics classroom experiences of students considered to be “at-risk” in grades 7, 8, and 9 in Northwestern Ontario.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What did the case studies reveal about classroom learning opportunities?",{"text":117,"@type":113},"They found few opportunities for active, engaging learning or for activities students experienced as relevant to their needs.",{"name":119,"@type":110,"acceptedAnswer":120},"What recommendations were proposed for improving outcomes for at-risk students and teachers?",{"text":121,"@type":113},"The study suggests earlier intervention for at-risk students and more substantial professional development for teachers to better support reform-based teaching methods.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597333,1792190687,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Teaching Unheard Voices: Students At-Risk in Mathematics  \nAnn Kajander, Carly Zuke, & Gerald Walton Lakehead University  \nTo examine the mathematics classroom experiences of students considered to be“at-risk,” we conducted case studies of four students in grades 7, 8, and 9 in Northwestern Ontario. The case studies revealed that their mathematics classes offered few opportunities for active, engaging learning or activities that students experienced as being relevant. Their teachers, who generally used traditional practices, seemed reluctant or unable to adopt reform-based teaching methodologies. Based on the diversity of the observed students’ characteristics and learning needs, and the challenges these impose on classroom dynamics, we suggest earlier intervention for at-risk students as well as more substantial professional development for teachers.  \nKey words: mathematics learning, mathematics education, classroom environments  \nAfin d’analyser durant les cours de mathématiques les expériences d’élèves jugés à risque, les auteurs ont effectué des études de cas portant sur quatre élèves en 7e, 8e et 9e années dans le nord-ouest de l’Ontario. Ces études de cas ont révélé que leurs cours de mathématiques leur offraient peu d’occasions d’apprentissage actif oud’activités pertinentes que les élèves pouvaient trouver intéressantes. Leurs enseignants, qui en règle générale utilisaient des méthodes pédagogiques traditionnelles, semblaient peu enclins ou incapables d’adopter des méthodes dérivant de la réforme. Compte tenu de la diversité des caractéristiques et des besoins des élèves observés quant à l’apprentissage et des défis que ceux-ci imposent à la dynamique de la classe, les auteurs suggèrent une intervention plus précoce auprès des élèves à risque ainsi que des activités de perfectionnement professionnel plus systématiques pour lesenseignants.  \nMots clés : apprentissage des mathématiques, cours de mathématiques, prestation en classe  \n_____________________________  \nCANADIAN JOURNAL OF EDUCATION 31, 4 (2008): 1039‐1064  \nMathematics reform is often viewed as particularly crucial for students who are struggling in mathematics, and best practices for working with such students are well defined. For example, recent publications from the Ontario Ministry of Education focus on recommendations for teaching students who are considered to be at-risk in mathematics for not meeting the expectations of mathematics course curricula (Expert Panel on Student Success in Ontario, 2004; Expert Panel on Literacy and Numeracy Instruction for Students with Special Education Needs, kindergarten to grade 6, 2005) . Research on implementing the reforms described by the National Council of Teachers of Mathematics (NCTM)(2000) in schools with a large at-risk population does exist (see Balfanz, MacIver, & Byrnes, 2006) but research relating to students in Canada and particularly in northwestern Ontario is limited. For example, Kajander (2002), who interviewed grade-10 mathematics students and found many with critical gaps in their understanding, argued for the need to also study students in younger grades.  \nThe current project began with a group of grades-7 to-10 (i.e., intermediate) teachers expressing interest in better understanding the needs of their students who were performing at low levels in mathematics. The teachers’ discussion took place during a monthly half-day Professional Learning Group meeting, organized and administered by their school board. A further description of this activity may be found elsewhere (see Kajander & Mason, 2007). The research reported here forms part of a larger project that was conducted in three school districts in the region and included a written survey of over 70 teachers (Kajander & Zuke, 2007) . To learn more about individual experiences and perceptions of students and their teachers, we conducted case studies in four class-rooms in four schools in northwestern Ontario. Our awareness of research related ","cbCaiaFu8XGx1jn4","https://ap.wps.com/l/cbCaiaFu8XGx1jn4","pdf",398726,26,"English","# Research Context\n## Mathematics reform and best practices for at-risk students\n# Study Design and Participants\n## Professional Learning Group and teacher recruitment\n## Case study methodology and student selection\n# Classroom Experiences and Findings\n## Limited active and relevant learning opportunities\n## Teacher practices and reform-based approaches\n# Implications\n## Earlier intervention and teacher professional development","[{\"question\":\"What was the main purpose of the study on at-risk students in mathematics?\",\"answer\":\"The study aimed to examine mathematics classroom experiences of students considered to be “at-risk” in grades 7, 8, and 9 in Northwestern Ontario.\"},{\"question\":\"What did the case studies reveal about classroom learning opportunities?\",\"answer\":\"They found few opportunities for active, engaging learning or for activities students experienced as relevant to their needs.\"},{\"question\":\"What recommendations were proposed for improving outcomes for at-risk students and teachers?\",\"answer\":\"The study suggests earlier intervention for at-risk students and more substantial professional development for teachers to better support reform-based teaching methods.\"}]","Teaching Unheard Voices: Students At-Risk in Mathematics | PDF",1792084829,66]