Abstract
In this paper, we consider the benefits of creating space for socio-mathematical agency (SMA) for students in the primary classroom. Both curriculum constraints and a lack of time in the school day can often mean that there is little to no space for children to develop their SMA. We reported on a project that involved working with 6 teacher researchers and created space for them to collaborate, plan, deliver and reflect upon maths lessons that had social justice elements relating to the students’ lives. We found that teachers’ attitudes towards the curriculum were challenged and that they saw the benefit of SMA. During these sessions, teachers noticed a positive impact on their students who showed increased engagement as well as the ability to make links between maths and social justice issues in their lives.
Original language | English |
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Title of host publication | Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) |
Editors | Paul Drijvers, Csaba Csapodi, Hanna Palmér, Katalin Gosztonyi, Eszter Kónya |
Place of Publication | Budapest |
Publisher | Alfréd Rényi Institute of Mathematics |
Pages | 3594-3601 |
Number of pages | 8 |
ISBN (Electronic) | 9789637031045 |
Publication status | Published - Jul 2023 |
Event | 13th Congress of the European Society for Research in Mathematics Education - Budapest , Hungary Duration: 10 Jul 2023 → 14 Jul 2023 Conference number: 13 https://cerme13.renyi.hu/ |
Conference
Conference | 13th Congress of the European Society for Research in Mathematics Education |
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Abbreviated title | CERME |
Country/Territory | Hungary |
City | Budapest |
Period | 10/07/23 → 14/07/23 |
Internet address |
Keywords
- Primary mathematics
- social justice
- teacher judgement
- PAR