Primary school teachers tackling social justice issues through teaching mathematics

TY - GEN

T1 - Primary school teachers tackling social justice issues through teaching mathematics

AU - Wright, Pete

AU - Hilton, Caroline

AU - Kelly, Joel

PY - 2024/6/10

Y1 - 2024/6/10

N2 - In this paper we present further findings from the Primary Maths & Social Justice research project. The aim of the project was to explore how primary school teachers can tackle social justice issues through teaching mathematics. We employed a participatory action research methodology, which is a collaborative approach that recognises the essential contributions of both academic researchers (with their previous experience of research) and teacher researchers (with their in-depth knowledge of learners) to the research process. We established a research team that held a series of meetings in which we planned, taught and evaluated a series of research lessons. We carried out a thematic analysis of the data collected from these meetings and follow-up interviews. We discuss here three themes that emerged from this analysis: students’ increasing levels of ‘socio-mathematical agency’; teachers’ reflections on enacting change through collaboration; and the impact on teachers’ practice of their developing relationships with mathematics.

AB - In this paper we present further findings from the Primary Maths & Social Justice research project. The aim of the project was to explore how primary school teachers can tackle social justice issues through teaching mathematics. We employed a participatory action research methodology, which is a collaborative approach that recognises the essential contributions of both academic researchers (with their previous experience of research) and teacher researchers (with their in-depth knowledge of learners) to the research process. We established a research team that held a series of meetings in which we planned, taught and evaluated a series of research lessons. We carried out a thematic analysis of the data collected from these meetings and follow-up interviews. We discuss here three themes that emerged from this analysis: students’ increasing levels of ‘socio-mathematical agency’; teachers’ reflections on enacting change through collaboration; and the impact on teachers’ practice of their developing relationships with mathematics.

KW - primary mathematics

KW - social justice

KW - socio-mathematical agency

UR - https://bsrlm.org.uk/publications/proceedings-of-day-conference/ip44-1/

M3 - Conference contribution

VL - 44

SP - 1

EP - 6

BT - Proceedings of the British Society for Research into Learning Mathematics

A2 - Fujita, T

PB - British Society for Research into Learning Mathematics

T2 - British Society for Research into Learning Mathematics conference 2024

Y2 - 2 May 2024 through 2 May 2024

ER -