BSRLM

British Society for Research into Learning Mathematics

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BSRLM Proceedings: Vol 43 No 2 held on Friday 16th and Saturday 17th June 2023 at University of Manchester.

Proceedings of the Day Conference held on Friday and Saturday June 2023

Contents

01 What GCSE Maths resit learners say about Word Problems: Collecting data through a revision workshop

Despoina Boli

UCL Institute of Education

In this reflective essay, the author shares her experiences and research journey focused on addressing the challenges that resit learners face when solving mathematical word problems. More specifically, she discusses the use of a mathematics revision workshop as an alternative method to collect qualitative data. The aim of the research is to better understand the prior experiences that GCSE Mathematics resit learners had with word problems and the approaches they had developed towards solving them. During the pilot phase of the research, learners were reluctant to participate in focus group interviews. The alternative method of a revision workshop on word problems emerged as a consequence of this. After careful consideration, a revision workshop seemed like an approach that would feel familiar to learners, increase participation, and benefit their learning. The workshop consisted of the following parts: a) learners’ reflection on their experiences with WPs, b) strategies for approaching and solving WPs with examples, and c) practice on past examination questions. Ethical concerns are addressed, emphasizing the voluntary nature of participation, informed consent, and the use of pseudonyms to protect participant identities. The author clarifies her role as a researcher, teacher, and curriculum manager to prevent potential power conflicts. The workshop successfully created a safe space for learners to share experiences, leading to valuable insights. This data, in turn, informed the development of an online survey, which is currently under analysis for her final thesis. Through this journey, her aim is to bridge the gap in research regarding resit learners’ perspectives and contribute to their academic success in mathematics.

 

02 ’The new normal’: emerging evidence for pandemic-related change in opportunity to learn mathematics in English secondary schools

Jennie Golding1, Benjamin Redmond2 and Grace Grima2

1University College London, 2Pearson UK

This paper reports on the post-pandemic ‘new normal’ in five fairly representative secondary mathematics departments in England, four of which were previously well-documented. It shows a significant move in these departments to PowerPoint-led lessons and away from textbook use, evidences renewed performance pressures, and identifies important features of teacher-level capacity and support as key in these schools to sustaining more ambitious learning experiences post-pandemic.

 

03 Modelling and social justice in secondary mathematics teaching: Political narratives and teachers’ beliefs

Jane Goodland

University of Manchester

Secondary mathematics classrooms often use modelling (demonstrating a technique for students to replicate), despite its inconsistency with a social justice approach. My paper looks at how the prevalence of modelling is part of a wider narrative of control and conformity that is linked to the neoliberal political landscape.

 

04 Cultural and Demographic Factors affecting Mathematical Confidence in England

Sophie Harris

Manchester Metropolitan University

This paper acknowledges the Mathematics Teacher Exchange Programme in attempt to tackle the gap in Mathematical attainment between pupils in the UK. By drawing on primary data collected within secondary schools in England, this paper presents that Mathematical attainment is much more complex due to the differences in demographics and the cultural and educational norms of pupils, which affects their Mathematical confidence and impacts on attainment.

 

05 The challenge of teaching and learning Angles: A pedagogic intervention

Henry Iberi

Oldbury Academy

This paper examined the reasons why students have difficulty with learning angles and reported on some successful pedagogical solutions. In this research, a case study is presented that illustrates how altering teaching methods and carefully utilising customised materials could promote advancements in the teaching and learning of angles.

 

06 Integrating critical mathematics education with a Foucauldian lens: unveiling the nature of mathematics

Gamze Inan

University of Cambridge

This paper aims to interpret Critical Mathematics Education (CME) through the integration of a Foucauldian approach, with an emphasis on the nature of mathematics. To effectively apply CME and achieve its ‘liberatory’ objectives, the use of Foucault’s concept of power provides a language and analytical tools to challenge prevailing conceptions and discourses in the mathematics classroom and to define mathematics as a discourse based on its constitutive and constructed aspects within the mathematics classroom.

 

07 Exploring the interaction between teaching for mastery pedagogy and social justice in the ‘lived experience’ of mathematics mastery for children in Key Stage 1

Laura King

University of Derby

This constructivist grounded theory research explores the enactment of maths mastery pedagogy on the experiences of Key Stage 1 children of learning mathematics, through the lens of social justice. Data is co-produced with children and teachers to examine whether social justice in primary mathematics education is enacted through mastery pedagogies.

 

08 Higher Applications of Mathematics: A new qualification to increase post-compulsory participation

Jamie Lawson and Sue Pope

Research and Evaluation, Scottish Qualifications Authority

This paper evaluates the success of Higher Applications of Mathematics, a new qualification in Scotland designed to increase participation in post-compulsory mathematics. Early data indicates the course is achieving its aims in providing an alternative pathway focused on developing real-world mathematical and statistical skills.

 

09 Development of mathematics conceptual understanding of university students in the digital learning space conditions

Volodymyr Proshkin1, Mariia Аstafieva2, Oksana Hlushak3 and Oksana Lytvyn4

1Loughborough University, 2, 3, 4 Borys Grinchenko Kyiv University, Kyiv, Ukraine

The study reveals the problem of improving students’ conceptual understanding of mathematics using a digital learning space. To form students’ conceptual understanding of mathematics based on the Graasp digital tool, an educational space for studying the topic “Derivative” has been developed. Under the guidance of a lecture, students can explore mathematical concepts and the relationships between them, formulate hypotheses, experiment, ask questions, draw conclusions and discuss the results obtained.

 

10 Collective Biography as a research method to examine inclusion of ‘low-attaining’ learners in mathematics classrooms in India

Suchismita Srinivas

University of Cambridge

This paper discusses the use of Collective Biography as a research method to examine discourses of mathematics teachers around the notions of ‘ability’, ‘educability’, and ‘inclusion’. It argues that this method has the potential to develop researcher-practitioner collective agency to develop alternate visions of ‘inclusion’.

 

11 Performance in GCSE Mathematics topics pre- and post-reform

Joanna Williamson and Carmen Vidal Rodeiro

Research Division, Cambridge University Press & Assessment

This paper contributes new findings on how GCSE reform affected students’ mathematics learning, by analysing candidate performance in GCSE Mathematics assessments. We compared the performance in different mathematics topics of approximately 250,000 candidates from the final three years of pre-reform GCSE Mathematics (2014-2016) and the first three years of post-reform GCSE Mathematics (2017-2019).

Our Aim

BSRLM is for people interested in research in mathematics education and provides a supportive and inclusive environment for both new and experienced researchers to develop their ideas.

Become a Member

Members of BSRLM can attend and present at our termly Day Conferences. You will also receive the three annual issues of Research in Mathematics Education published for BSRLM by Taylor and Francis.
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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 ·
16 Oct

Looking forward to the next BSRLM day conference at the University of Southampton- November 2nd 📢

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rme_resmathed RME Journal @rme_resmathed ·
28 Aug

https://doi.org/10.1080/14794802.2024.2382459
Article online now 📷 “The evaluation of computational modelling performance within the context of rationality theory: finding the area between two curves” by Selin Urhan
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#iTeachMath #MathsEd #Maths #Research

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rme_resmathed RME Journal @rme_resmathed ·
7 Oct

https://doi.org/10.1080/14794802.2024.2379301
Article online now 📷 “Investigating insight and rigour as separate constructs in mathematical proof” by C. J. Sangwin & George Kinnear
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#iTeachMath #MathsEd #Maths #Research #OpenAccess

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rme_resmathed RME Journal @rme_resmathed ·
9 Oct

https://doi.org/10.1080/14794802.2024.2388064
Article online now 📷 “Reinterpreting the numerical discourse: a commognitive study of teachers’ support of students’ transition into the proving discourse” by Sigrid Iversen Klock
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#iTeachMath #MathsEd #Maths #Research #OpenAccess

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rme_resmathed RME Journal @rme_resmathed ·
11 Oct

https://doi.org/10.1080/14794802.2024.2388067
Article online now 📷 “Comparing contrasting instructional approaches: a way for research to develop insights about backward transfer” by Charles Hohensee, Sara Gartland, Matthew Melville & Laura Willoughby
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#MathsEd #Maths #Research

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rme_resmathed RME Journal @rme_resmathed ·
14 Oct

https://doi.org/10.1080/14794802.2024.2401484
Article online now 📷 “Immigrant students’ experiences of (Re)producing school mathematics in home-School transitions – epistemological positioning” by Ulrika Ryan & P. S. Källberg
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#MathsEd #Maths #Research #OpenAccess

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bsrlm_maths BSRLM @bsrlm_maths ·
4 Oct

Save the date for the next BSRLM conference - Sat 2nd November at the University of Southampton 📢

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drhelendrury Helen Drury @drhelendrury ·
6 Jun

Only one more sleep until @BSRLM_maths conference at @LboroDME 🏫👩‍🏫

Who else is excited?!

@TFrancome @MarkBoylanEd @SmartJacques @USaad @Iro_XD @colinfoster77 @VolodymyrProsh @mathsacharya @B_Woollacott @sheard_simon @Tassaara

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bsrlm_maths BSRLM @bsrlm_maths ·
7 Jun

Interesting and stimulating discussion at the Mathematics Education and Policy Working Group @BSRLM_maths - summer conference @SmartJacques @MarkBoylanEd @GillRAdams @AlfColes

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bsrlm_maths BSRLM @bsrlm_maths ·
26 May

Don't forget to register for the BSRLM summer conference and New Researchers' Day taking place 7th and 8th June - registration closes 31st May. (Committee @AlfColes @CristinaMio11 @MandyLLiu1 @OuhaoC @SmartJacques @karen_skilling)

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oxunimaths Oxford Mathematics @oxunimaths ·
10 May 2024

The newly created UK-wide Academy for the Mathematical Sciences today appointed Oxford Mathematician Alison Etheridge as its first President.

The Academy's focus will be on mathematical sciences everywhere: in teaching & education, academic research, & business & government.

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bsrlm_maths BSRLM @bsrlm_maths ·
22 Apr 2024

The next BSRLM conference will be our Summer conference on the 7th and 8th June at Loughborough University. Please use this link to find out about registration and the call for session proposals. https://www.bsrlm-members.org.uk/pages/15-conferences

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scottishmaths SMC @scottishmaths ·
10 Mar 2024

CALL for PRESENTERS: SMC Stirling Maths Conference Saturday 18th May 2024. Open to all from across early years, primary, secondary and tertiary education. Fill in this form by **14 March 2024** https://forms.office.com/e/iPHkKqME0E

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rme_resmathed RME Journal @rme_resmathed ·
28 Feb 2024

https://doi.org/10.1080/14794802.2024.2306928
Article online now 📷 “Teacher identities and teacher identity change in pre-service mathematics teachers’ metaphors” by Okan Arslan and Çiğdem Haser
@BSRLM_maths
#iTeachMath #MathsEd #Maths #Research

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rme_resmathed RME Journal @rme_resmathed ·
1 Mar 2024

https://doi.org/10.1080/14794802.2024.2306633
Article online now 📷 “The impact of realistic mathematics education on secondary school students’ problem-solving skills: a comparative evaluation study” by Georgios Ventistas, Ourania Maria Ventista & Paraskevi Tsani
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#MathsEd #Research

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bsrlm_maths BSRLM @bsrlm_maths ·
1 Mar 2024

Looking forward to meeting up online tomorrow at our Spring Conference...choose your sessions

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bsrlm_maths BSRLM @bsrlm_maths ·
5 Feb 2024

Professor Jodie Hunter will be the plenary speaker at our online conference on Saturday 3rd March. Please use this link to register and submit a proposal https://www.bsrlm-members.org.uk/pages/15-conferences

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bsrlm_maths BSRLM @bsrlm_maths ·
16 Jan 2024

Happy New Year to all members. Please note that our next conference will take place via zoom on Saturday 2nd March. Registration for session proposals are open - click here for more details https://bsrlm-members.org.uk/pages/15-conferences…@BSRLM_maths

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londmathsoc London Mathematical Society @londmathsoc ·
8 Dec 2023

The 2023-24 Round of LMS Early Career Fellowships are live, open to early career mathematicians in the transition between PhD and a postdoctoral position.

For further details ➡️ https://www.lms.ac.uk/grants/lms-early-career-fellowships

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bsrlm_maths BSRLM @bsrlm_maths ·
8 Dec 2023

We already have some interest for this Special Issue @RME_ResMathEd and the call for abstracts is open for another week so please consider making a submission Call for Special Issue 2025 Abstracts💡 https://bsrlm.org.uk/call-for-papers-for-the-2025-special-issue-of-research-in-mathematics-education-rme-contemporary-issues-in-mathematics-education-within-a-stem-climate/… Send an Abstract to rme@bsrlm.org.uk by 15th Dec 2023

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Chair:
Alf Coles
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Laurie Jacques
Treasurer:
Dave Hewitt
Membership Coordinator:
Rosa Archer


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Ouhao Chen
Publications Officer:
Taro Fujita
Day Conference Organisers:
Cristina Mio and Bohan Liu
Online Communications Coordinator:
Karen Skilling

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