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Mathematics teachers and learners as collective agents of change

Artigo2024

Pete Wright ORCID; Joel Kelly; Caroline Hilton ORCID

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Resumo

In this article, we report on findings from the Primary Maths and Social Justice research project, a recent collaboration between the three authors and six teacher researchers from two culturally diverse primary schools in London, UK. The project aimed to develop strategies for addressing issues of social justice in the mathematics classroom, and operationalising the recently developed theoretical concept of socio-mathematical agency, defined as learners’ capacity to apply mathematics in arguing collectively for social change. The teacher researchers’ experiences, as captured through audio recordings of research team meetings and interviews, form the basis of our data analysis. Our findings highlight the processes that enabled teachers to reflect critically on existing practice, prompting them to adopt more collaborative, discursive and inclusive problem-solving approaches that resulted in significantly higher levels of student engagement in mathematical activities. The teacher researchers found that cross-curricular projects provided more opportunities to apply mathematical knowledge in tackling social justice issues than the prescriptive and content-focused mastery-style mathematics schemes of work in place. They reported how students embraced opportunities to use mathematics in more meaningful contexts and in presenting arguments for change. We argue that a focus on developing socio-mathematical agency has the potential to enhance the role of teachers and learners as agents of change, an important element that is often underdeveloped in culturally responsive teaching.

Dados da obra

Tipo
Artigo
Periódico
London Review of Education, v. 22, n. 1
Editora
UCL Press
Ano
2024 (2024-06-05)
Idioma
en
Palavras-chave
social justice in mathematics education; primary school mathematics; culturally responsive teaching; teacher reflection; collaborative problem solving; cross-curricular projects; student engagement; culturally diverse schools; collective argumentation
Temas
Educação Matemática Crítica, Resolução de Problemas
DOI
10.14324/lre.22.1.22
ISSN
1474-8460, 1474-8479
Licença
cc-by
Acesso
Acesso aberto
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
WRIGHT, Pete; KELLY, Joel; HILTON, Caroline. Mathematics teachers and learners as collective agents of change. London Review of Education, v. 22, n. 1, 2024. DOI: https://doi.org/10.14324/lre.22.1.22.

APA

Wright, P., Kelly, J., & Hilton, C. (2024). Mathematics teachers and learners as collective agents of change. London Review of Education, 22(1). https://doi.org/10.14324/lre.22.1.22

BibTeX
@article{wright2024,
  author = {Wright, Pete and Kelly, Joel and Hilton, Caroline},
  title = {Mathematics teachers and learners as collective agents of change},
  year = {2024},
  journal = {London Review of Education},
  volume = {22},
  number = {1},
  publisher = {UCL Press},
  doi = {10.14324/lre.22.1.22},
  language = {en}
}
RIS
TY  - JOUR
AU  - Wright, Pete
AU  - Kelly, Joel
AU  - Hilton, Caroline
TI  - Mathematics teachers and learners as collective agents of change
PY  - 2024
JO  - London Review of Education
VL  - 22
IS  - 1
DO  - 10.14324/lre.22.1.22
LA  - en
ER  -

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

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