Personalising Pedagogy: Rethinking Learning Spaces in Secondary Mathematics Education

Artigo2026

Marian Mahat ORCID; Chris Bradbeer ORCID; Ben Ryder; Stephanie Walton ORCID

0 visualizações desta ficha 0 acessos ao texto completo Contagem real do Portal desde 25/09/2026; tráfego comum, sem testes; quem desativa o rastreamento no navegador não é contado.

Resumo

This study investigates the implementation of personalised learning in mathematics teaching within a prototype learning space at a secondary school in Melbourne, Australia. While personalised learning is gaining prominence in contemporary education, its practical implications for the design and use of learning environments remain underexplored. Adopting a mixed-methods case study approach, the research focused on two mathematics teachers and gathered data through video observations, student and teacher surveys, and professional learning workshop artefacts and reflections. Findings indicate that teachers experienced greater autonomy in adapting the space to suit varied pedagogical strategies, while students showed increased learning, engagement and self-directed learning behaviours. Key enabling features included modular furniture, integrated technology, and spatial configurations that supported both collaborative and individual work. Challenges arose in balancing traditional structures with more flexible, personalised approaches. The study underscores the value of prototyping and sustained professional learning and offers practical insights for schools aiming to implement personalised learning through spatial and pedagogical innovation.

Dados da obra

Tipo: Artigo
Periódico: Australian Educational Researcher, v. 53, n. 1
Editora: Springer Nature
Ano: 2026 (2026-02-16)
Idioma: en
Palavras-chave: Secondary Education; Secondary School Mathematics; Mathematics Education; Mathematics Instruction; Teaching Methods; Individualized Instruction; Foreign Countries; Mathematics Teachers; Professional Autonomy; Secondary School Students; Learner Engagement; Independent Study; Furniture; Technology Integration; Classroom Environment; Educational Innovation; personalized learning; learning spaces; high school mathematics; classroom design; teacher autonomy; student engagement; self-directed learning; modular furniture; educational technology; professional learning
DOI: 10.1007/s13384-025-00948-9
ISSN: 0311-6999, 2210-5328
Acesso: Acesso restrito
Fontes: ERIC — Education Resources Information Center; OpenAlex
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
MAHAT, Marian et al.. Personalising Pedagogy: Rethinking Learning Spaces in Secondary Mathematics Education. Australian Educational Researcher, v. 53, n. 1, 2026. DOI: https://doi.org/10.1007/s13384-025-00948-9.

APA

Mahat, M., Bradbeer, C., Ryder, B., & Walton, S. (2026). Personalising Pedagogy: Rethinking Learning Spaces in Secondary Mathematics Education. Australian Educational Researcher, 53(1). https://doi.org/10.1007/s13384-025-00948-9

BibTeX

@article{mahat2026,
  author = {Mahat, Marian and Bradbeer, Chris and Ryder, Ben and Walton, Stephanie},
  title = {Personalising Pedagogy: Rethinking Learning Spaces in Secondary Mathematics Education},
  year = {2026},
  journal = {Australian Educational Researcher},
  volume = {53},
  number = {1},
  publisher = {Springer Nature},
  doi = {10.1007/s13384-025-00948-9},
  language = {en}
}

RIS

TY  - JOUR
AU  - Mahat, Marian
AU  - Bradbeer, Chris
AU  - Ryder, Ben
AU  - Walton, Stephanie
TI  - Personalising Pedagogy: Rethinking Learning Spaces in Secondary Mathematics Education
PY  - 2026
JO  - Australian Educational Researcher
VL  - 53
IS  - 1
DO  - 10.1007/s13384-025-00948-9
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS