Social (in)equality through mathematical modelling? - Results of a case study

Ay, Ilja

Abstract

Solving realistic mathematical tasks with multiple possible solutions can require many competencies. At the same time, they can allow students to engage with a situation mathematically according to their own preferences. Previous studies seem to indicate thatthrough socialisationsocio-economically privileged students are more likely to acquire skills dealing with such tasks. This paper approaches the described issue qualitatively by comparing modelling processes of privileged and unprivileged student pairs. It turns out that privileged pairs, on average, spend more time on making real-world assumptions and they show a broader spectrum of assumptions compared to unprivileged pairs. Thus, it is discussed to what extent differences and similarities can be traced back to students' habitus and how modelling tasks may thus increase both social inequality and social equality.