Teachers’ beliefs about their students’ ability to learn mathematics play an important role in shaping the kind of mathematics that students are offered and the ways they are taught the subject. Negative stereotypes about the capabilities of students from poor socioeconomic backgrounds and rural locations can lead to these students having impoverished opportunities to learn mathematics. There is an urgent need to break the cycle of self-fulfilling prophecies that unconsciously disadvantages students in negatively stereotyped groups.
Professor of Mathematics Education,
Head of School of Education
UNIVERSITY OF NEW SOUTH WALES, SYDNEY
Author of more than 110 peer-reviewed research outputs; More than $10M (AUD) in competitive research funding; 13 years of teaching experience in rural schools; Life Member of the Australian Association of Mathematics Teachers; Associate Editor of the Journal for Mathematics Teacher Education; Convenor of the 15th International Congress on Mathematics Education to be held in Sydney in 2024.