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British Society for Research into Learning Mathematics

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BSRLM Proceedings: Vol 37 No 3 at Liverpool Hope University, Liverpool, Saturday 11th November 2017

Proceedings of the Day Conference held at Liverpool Hope University, Saturday 11th November 2017

Contents

01 Pre-service primary teachers’ approaches to mathematical generalisation

Julie Alderton1, Gina Donaldson2, Gwen Ineson3, Tim Rowland1, Chronoula Voutsina4, Kirsty Wilson5

1University of Cambridge, UK, 2Canterbury Christchurch University, UK, 3Brunel University London, UK, 4University of Southampton, UK, 5University of Birmingham, UK

In our teaching with primary pre-service teachers (PSTs), each of us includes generalising tasks in the context of mathematical reasoning. We set out to explore the value of such activity from the perspective of PSTs and their approaches to generalisation. In this paper, we focus on one PST’s mathematical reasoning when working on the ‘flower beds’ problem. We consider what motivates shifts in attention, we reflect on the significance of students’ prior experience, and of student collaboration in our teaching sessions.

02 One teacher’s awareness in a mathematics classroom: towards an observation methodology

Julian Brown

University of Bristol, School of Education

Starting from the position that it is desirable for students of mathematics to develop awareness of mathematics and acknowledging that it is not possible for a teacher to access students’ awareness directly, attention shifts to the ways in which teachers use their pedagogical and subject knowledge to educate awareness. Drawing on in-class observation, review of video-record and teacher interview, I report an attempt to mark instances of teacher awareness of student awareness and to trace associated decision-making relating to student attention within a mathematics lesson. I consider differences in what is noticed by observer and teacher and how this might relate to teachers’ on-going development.

03 Reflections on trying to import cultural practices from one country to another

Laurinda Brown

University of Bristol, School of Education

Revisiting interviews with mathematics teachers’ first lessons with a new group from about 25 years ago that have not, formally, been written up, I ask the question: “How possible or desirable is it to try to import the culture and practices of one country’s mathematics teaching and learning to another?” After sharing the outcomes of the original interviews, I will compare and contrast teaching and learning mathematics in Hungary and the UK, drawing from a 25-year experience of an exchange link of prospective teachers. No matter what new initiatives are suggested by governments, the culture, values and beliefs of the teachers will tend to influence what becomes the experience of learners in the classroom.

04 Supporting the reconstruction of identity within subject specialism transition: Shaping the roles of tutor and coach within the TSST programme

Julia Croft1 and Sam Fisher2

1University of Bedfordshire, 2Redborner Upper School and Community College

In 2015­2016, the Teacher Subject Specialism Training (TSST) programme was launched to attract teachers who have previously qualified to teach other subjects. In this case study, the perceptions of participating teachers, departments and tutors regarding the development of sufficient subject specific knowledge and pedagogy are explored. A model is proposed of plural transitions to and through “complex identit[ies]” (Leach & Moon, 2000, 397) as perceptions of competence are disrupted and reconstructed. Viewing the findings from a socio-constructivist perspective, the roles of tutor and coach in this identity formation are reconsidered, building on the work of Shulman (1986) and Korthagen (2004).

05 The variation of emotional affect in subject knowledge enhancement (SKE) students when undertaking problem solving exercises.

Adam Haunch

Liverpool Hope University

We examined the emotional affect of a small cohort of nine postgraduate students enrolled on a subject knowledge enhancement (SKE) course on a teacher training programme in the northwest of England as they undertook a series of three substantial mathematical investigations. We noted a relationship between creative attempts at the problems and an increase in anxiety in the students. The results from the study appear to show that some students undergo substantial emotional changes, both positive and negative over the course of an investigation, despite the maturity of the cohort of students. This suggests that some additional thought should be given to the emotional wellbeing of students when planning intensive, investigative, mathematics lessons.

06 Learning to respond: The use of verbal metacommunication as a mathematics teacher educator

Tracy Helliwell

University of Bristol

Both as a teacher of mathematics and a new mathematics teacher educator, I have been struck by the importance of verbal metacommunication as a way of responding in discussions about teaching. Having worked on my verbal metacommunication in the classroom for many years as a teacher of mathematics, my attention has now turned to working on verbal metacommunication as a mathematics teacher educator. In this paper, I present an existing framework for some data from discussions with a collaborative group of mathematics teachers that I am working with in a facilitative role. Initial findings suggest the need for the development of a framework more fit for purpose as a facilitator of discussions with groups of teachers.

07 Orchestrating institutionalisation in card-matching lessons: The use of ‘big cards’

Marie Joubert1 and Ingrid Mostert2

1University of Swansea, 2University of Johannesburg

This paper reports on one aspect of the FaSMEd project in South Africa. In the project, teachers trialled lessons, at the heart of which small cards were used in activities involving matching or classifying mathematical objects. To address the difficulty of bringing such lessons to a close, as an experiment, big versions of the small cards were provided for the teachers. The findings suggest that teachers use the cards in a variety of ways, some of which appear to be more effective than others; it appears that teachers need more support in thinking through the decisions that need to be made in planning effective discussions when finishing a lesson.

08 The experience of Mathematics Anxiety in primary schools: A case study

Heidi Kirkland

University of Leicester

Mathematics Anxiety, defined as ‘feelings of tension and anxiety that interfere with the manipulation of numbers and the solving of ordinary and academic situations’ (Richardson and Suinn, 1972, p.551) has been sparsely researched within primary schools in the UK. Research needs to identify the individual experiences of children with Mathematics Anxiety in a qualitative manner in order to move our understanding forward. A case study method was used, focusing upon a 9 year old pupil. Findings suggest that her experience of Mathematics Anxiety involved self-comparison to peers and family, avoidance, a lack of self-belief and confidence, as well as consistent worry, embarrassment and uncertainty.

09 Enlarging a tangram: do the pieces still fit? An account of an interview and its use in the design of a lesson on multiplicative reasoning

Dietmar Küchemann

In this paper I report on an interview with three Year 8 (Grade 7) pupils in which they each attempt to enlarge one piece from a simple tangram drawn on squared paper. I go on to discuss how the interview informed the design of an ICCAMS lesson on multiplicative reasoning.

10 Universities as a driver of A level uptake: The case of Maths and Further Maths

Stephen Lee1, Chris Saker2, Claire Baldwin1

1Mathematics in Education and Industry, 2Essex University

We are at a crossroads. New, harder, GCSE Mathematics qualifications were taken for the first time in Summer 2017 and that cohort of students are now studying the all new linear (rather than modular) Mathematics A levels. There is already suggestion from teachers that numbers starting Mathematics and Further Mathematics A levels may have reduced. This paper reports on analyses of data on A Level entry numbers, UCAS data showing mathematics A level students’ course choices, and degree course entry requirements. We discuss the important role universities can play in helping to maintain entry numbers to A level Mathematics and Further Mathematics.

11 Re-analysis of observations of lessons of students in Chile working on mathematical tasks

Paola Ramirez

University of Bristol

This paper presents a re-analysis of the behaviour of Grade 8 students (aged 13–14 years) in Chile within mathematics lessons where they are engaged in their usual mathematics tasks and in a mathematics modelling task for the first time. Observations and re-analysis of the teacher’s and students’ behaviours from an enactivist perspective showed that patterns emerged, such as interval of waiting, in the interaction between the teacher and students.

12 Commognitive analysis of a teacher’s mathematical discourse on the derivative

Innocent Tasara

School of Education, University of Leeds

Research on the teaching of the derivative (and limit) is still not as extensive as the research on students’ learning of calculus. This paper introduces the commognitive theory and reports on a commognitive analysis of a teacher’s discourse on tangents, gradient and differentiation with a Year 12 class in England. Mathematical discourse is characterised by four commognitive constructs: word use, visual mediators, endorsed narratives and routines. These constructs provide discursive foci for analysing mathematical discourse. Data sets include two face-to-face interviews with the teacher and an observation of an introductory lesson on differential calculus.

13 Report from the Critical Mathematics Education Working Group meeting

Pete Wright

UCL Institute of Education

This BSRLM working group met for the third time with the aim of discussing ways of promoting research that brings about positive social change through mathematics education. The meeting began with a presentation and discussion, led by Peter Gates, around recent developments in the field of CME and possible directions for future research. This was followed by a discussion, led by Hilary Povey, of the possible foci for future meetings of the working group.

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BSRLM is a national organisation for people who are passionate about mathematics education research. RTs are not endorsements. Posts by K Skilling

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bsrlm_maths BSRLM @bsrlm_maths ·
5 Nov

The next PRiME event is now live on the BERA website.

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bsrlm_maths BSRLM @bsrlm_maths ·
4 Nov

Interesting research by Sunita Babbar and Gwen Ineson from Brunel University: “There isn’t time for the ‘why’”: Secondary maths student-teachers’ approaches to teaching calculation

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bsrlm_maths BSRLM @bsrlm_maths ·
4 Nov

Presentation by Marie Joubert & Cath Gripton (University of Nottingham): Using the Counting Collections approach with pre-school children: emerging findings from a development project.

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alfcoles Alf Coles @alfcoles ·
23 Oct

We are looking forward to hosting @BSRLM_maths day conference on 4th Nov @SOEBristol ... if you haven't booked your place, you can still register! Some of the wonderful @BristolUni PGCE alumni and PhD researchers will be presenting their work @gordanosch

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bsrlm_maths BSRLM @bsrlm_maths ·
18 Oct

The New Researcher Award 2023 - Sophie Harris (Manchester Metropolitan University) - "Cultural and Demographic Factors affecting Mathematical Confidence in England". Congratulations !

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bsrlm_maths BSRLM @bsrlm_maths ·
5 Oct

Don't forget to submit you proposals for the BSRLM Autumn Day Conference onSaturday 4th November, 2023 at the University of Bristol. Research presentations, workshops or working groups welcome. The closing date for submissions is Friday 20th October, 2023 - two weeks away!

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bsrlm_maths BSRLM @bsrlm_maths ·
24 Sep

Registration is now open for the BSRLM Autumn Conference at the School of Education, University of Bristol on Saturday 4th November. Submission of session proposals closes Friday 20th October.

The plenary presentation is by the winner of the Janet Duffin Award, Dr Nancy Barclay

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rme_resmathed RME Journal @rme_resmathed ·
28 Aug

In response to the announcement of the @BSRLM_maths Janet Duffin Award 2022, we have made the three nominated articles free access until 10th Nov. [3 of 3]
#Unmissable

by LH Rubel, B Herbel-Eisenman, LM Peralta, V Lim, S Jiang & J Kahn

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bsrlm_maths BSRLM @bsrlm_maths ·
9 Aug

The BSRLM Executive are pleased to announce that Jodie Hunter is the winner of the Janet Duffin Award 2022 for an outstanding article published in the Research in Mathematics Education journal. Congratulations Jodie!

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bsrlm_maths BSRLM @bsrlm_maths ·
22 Jul

Dear BSRLM members, now that many of you are on break, please take a little time to find a quiet place🏖️ or🛋️, grab a 🧋, read the papers for the Most Significant Contribution to RME Vol 24 📃, and then cast your vote 📝 by 28th July.

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rme_resmathed RME Journal @rme_resmathed ·
14 Jul


What's in RME #CurrentIssue 🔖 Book review "A contemporary theory of mathematics education research (by Tony Brown)" reviewed by Nick Pratt & Julie Alderton
@BSRLM_maths

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bsrlm_maths BSRLM @bsrlm_maths ·
7 Jul

Reminder for all BSRLM members: please check your emails about voting for the Most Significant Contribution to RME Vol 24. Cast your vote by 28th July 📰🗳️⏲️

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rme_resmathed RME Journal @rme_resmathed ·
28 Jun


What's in RME #CurrentIssue 🔖 "Coherent formalisability as acceptability criterion for students’ mathematical discourse" by S. Jayasree, K. Subramaniam & R. Ramanujam
@BSRLM_maths

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rme_resmathed RME Journal @rme_resmathed ·
30 Jun


What's in RME #CurrentIssue 🔖 "Defining radian: provoked concept definitions of radian angle measure" by Hanan Alyami
@BSRLM_maths

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rme_resmathed RME Journal @rme_resmathed ·
23 Jun


Article online now 📷 “Upper primary student attitudes toward mathematics #ProblemSolving; an exploratory study in Chile” by Farzaneh Saadati, María Victoria Martínez & Carmen Gloria Espinoza
@BSRLM_maths
#iTeachMath #MathsEd #Maths #Research

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bsrlm_maths BSRLM @bsrlm_maths ·
16 Jun

Programme for New Researchers' Day - Sat 17th June. Supporting those new to BSRLM.

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bsrlm_maths BSRLM @bsrlm_maths ·
16 Jun

Here is the programme for today - an array of interesting and informative sessions !

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bsrlm_maths BSRLM @bsrlm_maths ·
16 Jun

Everyone is looking forward to the start of the June Day Conference - thanks to Manchester for hosting today and the New Researchers' Day tomorrow.

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rme_resmathed RME Journal @rme_resmathed ·
29 May

@BSRLM_maths Day Conference is coming soon! Let's take a look at a summary of the March event!

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rme_resmathed RME Journal @rme_resmathed ·
8 May


Article online now 📷 “A conceptual synthesis on approximations of practice in mathematics teacher education” by Bima Sapkota & Brooke Max
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#iTeachMath #MathsEd #Maths #Research

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