ABSTRACT
Current trends towards progressive, constructivist-inspired pedagogies could have the potential to correct past inequities for low-SES students who have received more than their share of rote-based instruction (Anyon 1981; Means and Knapp 1991). However, even well-intended instructional reforms can advantage the students who are best positioned to reap their benefits, while disadvantaging others. This chapter focuses on a small group of US students’ experiences with reform-minded mathematics instruction and illuminates ways in which such instruction unintentionally privileged middle-class children.
