Creating space for socio-mathematical agency in the primary classroom

Joel Kelly, Caroline Hilton, Pete Wright

Research output: Chapter in Book/Report/Conference proceedingConference contribution

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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 languageEnglish
Title of host publicationProceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13)
EditorsPaul Drijvers, Csaba Csapodi, Hanna Palmér, Katalin Gosztonyi, Eszter Kónya
Place of PublicationBudapest
PublisherAlfréd Rényi Institute of Mathematics
Pages3594-3601
Number of pages8
ISBN (Electronic)9789637031045
Publication statusPublished - Jul 2023
Event13th Congress of the European Society for Research in Mathematics Education - Budapest , Hungary
Duration: 10 Jul 202314 Jul 2023
Conference number: 13
https://cerme13.renyi.hu/

Conference

Conference13th Congress of the European Society for Research in Mathematics Education
Abbreviated titleCERME
Country/TerritoryHungary
CityBudapest
Period10/07/2314/07/23
Internet address

Keywords

  • Primary mathematics
  • social justice
  • teacher judgement
  • PAR

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