Visible mathematics pedagogy: A model for transforming classroom practice

Abstract

This paper focuses on the development of a model of research and professional development which aims to bring about transformations in classroom practice in situations that have previously proved resistant to change. We explore the reasons why conventional approaches to research have failed to address one such situation, the continuing predominance of teacher-centred pedagogies in mathematics classrooms. We review conventional models of professional development from the perspective of teacher agency and engagement in and with research processes. We highlight how a critical model of participatory action research offers the potential for transforming situations in which more conventional approaches have failed. We draw on the findings from the Visible Mathematics Pedagogy research project to highlight how this model can be refined to enhance its potential to bring about changes in classroom practice. We report on research tools and processes that were developed, distinct from those commonly used in research, including the organisation of research team meetings around participatory principles, the active involvement of teachers in designing and employing data collection tools, and in generating protocols associated with videostimulated reflection. We demonstrate how these research tools and processes enhanced collaboration and teacher agency, the trustworthiness of the research findings and teachers' critical reflection on existing practice. We argue that our refined model of participatory action research can inform and support teachers and researchers wishing to bring about transformations in classroom practice, especially in situations analogous to many mathematics classrooms, in which conventional approaches have so far had little impact.

How research-practice partnerships meet high-performing teachers’ needs

“…The teacher-researchers can also help facilitate RPP projects that serve as professional learning for interested teacher colleagues. Studies have suggested that involvement in participatory action research helps improve teachers’ professional practices (Miedijensky & Sasson, 2022; Wright, Carvalho, & Fejzo, 2022). Teachers want professional learning that (1) is teacher-led, (2) offers interaction and is pertinent to their students, (3) is practical for classroom needs, and (4) has continuity (Matherson & Windle, 2017).…”