Students’ experiences and perceptions of discussion within the context of dialogic mathematics learning and identities

BSRLM Proceedings: Vol 42 No 2 held at the University of Nottingham on Friday 10th June and Saturday 11th June 2022
Proceedings of the New Researchers Day Conference held at the University of Nottingham on Friday 10th June 2022 and the Day Conference held at the University of Nottingham on Saturday 11th June 2022.

Contents
01 A review of research conducted by Leyton Sixth Form College CFEM network 2019 – 2022

Jane Barnett

Leyton Sixth Form College (LSC)

As participants in the National Centres for Excellence in Mathematics (CFEM) programme, Leyton Sixth Form College (LSC) and our network partners conducted a series of action research projects focused on improving the teaching of GCSE re-sit mathematics.. We developed practice in the classroom using key aspects of teaching Mathematics for engagement and mastery including dialogic learning, representations, blended learning and responsive teaching. We found that students were more able to engage with and articulate mathematical ideas when discussion was scaffolded using conversation structures, talking points, and representations. This led to improvements in their willingness to attempt problem-solving assessment questions. Doing the research supported teachers to experiment with and refine new practice over a full academic year. The result has been improved confidence using the new techniques and longer term changes of practice. In this report I outline 5 projects and give details of how to access the full version.



02 Identity tensions: One early career teacher’s stories of navigating the school context

Amy Birkhead

Sheffield Hallam University

As teachers enter the profession, tensions between their values and beliefs and the expectations of their schools and colleagues are common. This study gains insight into such struggles with these individual and contextual factors, or identity work, by reporting on initial analysis of one early career mathematics teacher’s stories of navigating a tension between herself and a colleague. Using a narrative inquiry approach, stories were elicited through personal written reflections and an exploratory interview. Analysis of these stories demonstrates how interactions with colleagues are emotive experiences which are likely to cause identity shifts and tensions. To help make sense of this, and choose how to navigate the situation, the teacher drew on past experiences as both a teacher and learner of mathematics and was ultimately able to view this experience as an opportunity for professional learning.



03 Students’ experiences and perceptions of discussion within the context of dialogic mathematics learning and identities

Jane Goodland

Independent Researcher

It is widely acknowledged that dialogic exchanges facilitate the construction and organisation of mathematical knowledge and challenge power structures. However, the complex nature of interactions mean that students’ experiences are diverse and may differ from the intentions and assumptions of educators. This case study seeks to bring students’ stories to the fore by exploring their perceptions and experiences of discussion, and in particular, the ways in which they experience dialogic characteristics such as collective discussion. Data was collected through interviews with students aged 11 to 16, from classes where discussion is encouraged. The findings show ways in which individualistic narratives can dominate, and how these are linked to aspects of identity. This research brings an important student perspective to the field of dialogic learning and identity at a time when social and economic inequality have created divisions in society and assessment culture has made mathematics into an individualistic pursuit.