Proceedings of the Day Conference held online on Saturday 5th November 2022.
Sedef Çelik-Demirci1, Tuğba Baran-Kaya2, Ümit Kul1
1Artvin Coruh University, 2Kirikkale University
This study aims to examine pedagogical content knowledge (PCK) of pre-service teachers (PSTs) regarding the use of algebra tiles. Qualitative research design is employed in this study. 29 PSTs were interviewed to determine their use of algebra tiles in the context of PCK. The overall findings revealed that PSTs showed limited PCK about using algebra tiles. They state that the appropriate use of algebra tiles was important for effectiveness. Their purpose in using them was to concretize abstract mathematical expressions including variables. In addition, PSTs had difficulties in modelling tiles to create area of algebraic expressions. It was found that PSTs were not accustomed to using the tiles due to their past learning experiences and they cannot immediately decide how to make the models. The findings of this study suggest that PSTs need to become more competent in how to use algebra tiles in their future teaching of algebra.
University of Bristol
In this theoretical report, I offer some tentative steps towards the articulation of a socio-ecological perspective within mathematics education. A socio-ecological perspective can be seen as a description of strands of current research which push us to think outside of the constraints of current curriculum and schooling structures. I propose several commitments within a socio-ecological perspective, including: a dialogic view of ethics; and, the idea that it is an epistemological error to view individuals as the unit of survival and learning. Implications for the mathematics curriculum include the proposal of viewing number as measure and developing a communal mathematics in classrooms. In the discussion at the BSRLM conference where this work was presented, the issue of ethics seemed to find resonance, in the sense of a dialogic ethics occasioning a re-thinking of the relationships in which we are enmeshed.
Jennie Golding1, Benjamin Redmond2, and Grace Grima2
1University College London, 2Pearson UK
We report on English primary children’s views on their mathematics learning, in Spring 2022. Data are from a 2019-22 study of teaching and learning using match-funded ‘mastery’ resources, Power Maths. Visits to year 2, 4 and 6 classes gave access to children’s views on their ‘new normal’. We focus on responses to two Power Maths pedagogical devices, ‘Reflect’ and ‘Challenge’ and also their thoughts about mathematical explanations. In at least seven of nine schools, children usually responded positively, articulating the learning potential of wrestling with such tasks. In two schools where teachers had invested heavily in knowing the linked teacher-educative support materials, the children’s quality of mathematical explanation, and of written response, was outstanding. While our data also show pandemic-related learning loss persists, we suggest that use of well-structured curriculum resources can still support high quality thinking that augurs well for children’s mathematical development.
Mehmet Kasım Koyuncu
Istanbul Sabahattin Zaim University
This study aims to suggest a new method to enrich the standard of the philosophy of mathematics course. The newspaper preparation method was applied in the same author’s study about the history of mathematics course, and successful results were obtained. It is clear how much the history and philosophy of mathematics courses have in common. In this respect, the idea of trying to teach the philosophy of mathematics course with the same method was considered. Therefore, this paper describes a presentation teaching the philosophy of mathematics course with the newspaper preparation method delivered at the British Society for Research into Learning Mathematics Conference as an example.
Sandy Mackay1, Jennie Golding2
1Richmond Upon Thames College and UCL Institute of Education, 2UCL Institute of Education
This research explored how GCSE Mathematics resit student engagement during a guided reflection intervention could contribute to their problem-solving skills and confidence. Students were involved in individual problem-solving tasks followed by group discussion and reflective journaling. Themes emerged from a grounded approach to the analysis of the qualitative data and led to the theoretical grouping of students with similar levels of engagement. The fully engaged students demonstrated positive behavioural and appropriate emotional engagement, leading to cognitive engagement. This resulted in positive outcomes, supporting the literature. There was evidence in student journals that the partially engaged participants were aware of the thinking abilities of their peers and that this could lead to an understanding of how to use their mathematical knowledge and skills in more flexible and strategic ways. Disengaged students, who attended infrequently or participated minimally, maintained existing barriers to progressing their understanding of mathematics.
Mariam Makramalla1 and Emanuela Tilley2
1NewGiza University, 2University College London
This paper presents itself as a first step into a larger work-in-progress project that aims to capture the cross-cultural curricular transfer experience of a problem-based module in the Higher Education Sector. Situated in a UK Higher Education Institution, the transfer transcends cultural boundaries and is envisioned for implementation in the Egyptian context. The study is theoretically underpinned by the work of Ernest which distinguishes between three types of curricula. For the scope of this study, the first author reports on how the curriculum was locally enacted. This is compared to the second author’s original intention of the curriculum. Underpinned by the contextual investigation theory as an analytical framework, the study calls for a structured research design initiative to capture the cross-cultural transfer experience with the help of a framework.