Teaching mathematics to lower attainers: dilemmas and discourses

Alderton, Julie; Gifford, Sue

doi:10.1080/14794802.2017.1422010

Cited by 20 publications

(17 citation statements)

References 24 publications

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“…Some teachers may not be aware that MA exists and can be addressed. Instead, they may complain that learners do not attend, do not engage, are argumentative, are unable to answer simple questions, lack motivation, have counterproductive attitudes (Alderton & Gifford, 2018) or avoid mathematics wherever possible. Such behaviours are frequently reported by mathematics teachers, who may be unaware that these are signs associated with anxiety.…”

Section: Existing Approaches To Addressing Mamentioning

confidence: 99%

“…Teachers may ascribe these behaviours to factors such as laziness, devaluing of school, and lack of parental support (Turner et al, 2002). Without understanding why learners present in this way, some teachers adopt a fixed mindset, maintaining that such learners are "not capable" or lack ability (Alderton & Gifford, 2018), in some cases voicing this directly to learners (Cousins et al, 2019), which then reinforces anxiety. Dowker et al (2016) mention possible approaches and strategies, highlighting the need to intervene early, to model positive attitudes to mathematics and to avoid expressing to children negative attitudes about mathematics.…”

Section: Existing Approaches To Addressing Mamentioning

confidence: 99%

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A Toolkit for Teachers and Learners, Parents, Carers and Support Staff: Improving Mathematical Safeguarding and Building Resilience to Increase Effectiveness of Teaching and Learning Mathematics

Johnston-Wilder¹,

Baker²,

McCracken³

et al. 2020

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Mathematics anxiety is a longstanding, prevalent, global problem, and the scholarly literature demonstrates that it has significant consequences for both individuals and wider society. However, to date, there has been no simple, comprehensive, practical approach available to teachers, support staff, parents/carers and learners to address the issue. In this paper, previous work and existing approaches to addressing mathematics anxiety are reviewed; underlying concepts are examined, such as psychological safeguarding in the context of mathematics education and the distinction between the learner's psychological states of challenge and threat. Agency is important for the well-being of learners and those who support them; an argument is made for an original approach to improving mathematical safeguarding and building mathematical resilience that involves increasing agency. This new approach brings three recognisable tools into a toolkit designed to be accessible to teachers, learners, parents/carers and support staff. The three tools are all individually well-established in specialised practice; they are: the hand model of the brain; the relaxation response and the growth zone model. It is argued that these tools are particularly well suited to addressing mathematics anxiety, that they are complementary and that together they form an effective and accessible toolkit. Details from small-scale studies are shared and it is concluded that this approach warrants further research to properly establish efficacy.

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Section: Existing Approaches To Addressing Mamentioning

confidence: 99%

Section: Existing Approaches To Addressing Mamentioning

confidence: 99%

A Toolkit for Teachers and Learners, Parents, Carers and Support Staff: Improving Mathematical Safeguarding and Building Resilience to Increase Effectiveness of Teaching and Learning Mathematics

Johnston-Wilder¹,

Baker²,

McCracken³

et al. 2020

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show abstract

“…Os Programas de Intervenção Pedagógica, especializados em auxiliar agentes públicos na elaboração e/ou execução de políticas públicas para a melhoria imediata do desempenho de estudantes em avaliações externas, têm viabilizado a ampliação de mecanismos de regulação do trabalho docente (Lamosa & Macedo, 2015;Silva & Hypolito, 2018;Singh, 2014). Estudos em Educação Matemática têm alertado sobre essa ênfase dada por governantes a esse tipo de política e advertido quanto aos impactos sobre o ensino de matemática e à pesquisa nesta área específica (Alderton & Gifford, 2018;Kanes et al, 2014;Povey et al, 2017).…”

Section: Fundamentação Teóricaunclassified

“…Estudos no âmbito da pesquisa em Educação Matemática (Alderton & Gifford, 2018;Kanes, Morgan, & Tsatsaroni, 2014;Povey, Adams, & Everley, 2017) sinalizam para o impacto da ênfase no desempenho de estudantes em avaliações padronizadas sobre a atuação de professores. Eles consideram o risco de o trabalho docente se reduzir à mera preparação de estudantes para as referidas avaliações, sejam elas nacionais ou internacionais.…”

Section: Introductionunclassified

Recontextualizações de um Programa de Intervenção Pedagógica para o ensino de matemática

Lira¹,

Barbosa

2020

Zetetike

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Este artigo apresenta um estudo que buscou compreender como professores recontextualizam textos do Programa de Intervenção Pedagógica para o Ensino de Matemática nos anos iniciais, realizado pela Secretaria Municipal de Educação de Teresina (PI), em parceria público-privada com Instituto Alfa e Beto. Trata-se de um estudo qualitativo em que os dados foram coletados por meio de observações, análise de documentos e entrevistas com dois professores que participam do referido Programa e ensinam matemática no 5.º ano do Ensino Fundamental. Os dados, analisados à luz de alguns conceitos da sociologia de Basil Bernstein e de Stephen Ball, sugerem que os professores participantes recontextualizam os textos preconizados pelo Programa, ao incluir atividades elaboradas por eles mesmos para favorecer a preparação de estudantes para a Prova Brasil e ao realizar transformações textuais para atender aos padrões de desempenho desses estudantes.

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“…In relation to the former, barriers to changing existing practice remain significant (Taylor et al, 2017). Amongst these barriers, researchers identify low teacher expectation of those in lower groups to engage mathematically (Anthony & Hunter, 2017;Marks, 2014;McGillicuddy & Devine, 2018); the pressure of accountability regimes (Alderton & Gifford, 2018;Bradbury, 2019;McGillicuddy & Devine, 2018) and the need for practice change to be supported by significant professional development (Anthony & Hunter, 2017;Bradbury, 2019). Reluctance to abandon existing ability grouping also reflects concerns expressed by teachers (McGillicuddy & Devine, 2018) and pupils (Esmonde, Brodie, Dookie, & Takeuchi, 2009) that higher attainers will be "held back" by mixed attainment working.…”

Section: Introductionmentioning

confidence: 99%

Valid and valuable: lower attaining pupils’ contributions to mixed attainment mathematics in primary schools

Barclay

2021

Research in Mathematics Education

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Existing research establishes that lower attaining pupils derive mathematical learning benefit from working in mixed attainment groupings. However, gains for lower attaining pupils are seen to derive from the contributions of higher attaining peers; evidence of the contributions that lower attaining pupils make to mixed attainment activity is currently lacking. This study contributes evidence of the merits of mixed attainment working through its focus on the mathematical contributions of lower attaining primary pupils to mixed attainment pair activity. It draws on the construct of mathematical noticing and focuses on the development of pupils' noticing of mathematical pattern, structure and property. Close video analysis of pupils' speech and action during paired activity establishes that primary school mixed attainment working can produce bi-directional benefits, with lower attaining pupils making important contributions to task progress and contributing mathematical insights in advance of and beyond those of their higher attaining partners.

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Teaching mathematics to lower attainers: dilemmas and discourses

Cited by 20 publications

References 24 publications

A Toolkit for Teachers and Learners, Parents, Carers and Support Staff: Improving Mathematical Safeguarding and Building Resilience to Increase Effectiveness of Teaching and Learning Mathematics

A Toolkit for Teachers and Learners, Parents, Carers and Support Staff: Improving Mathematical Safeguarding and Building Resilience to Increase Effectiveness of Teaching and Learning Mathematics

Recontextualizações de um Programa de Intervenção Pedagógica para o ensino de matemática

Valid and valuable: lower attaining pupils’ contributions to mixed attainment mathematics in primary schools

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