The aim of the Practitioner Research in Mathematics Education (PRiME) event was to build the capacity of practitioner researchers through engagement with the wider research community. This event:
鈥� Provided an opportunity and a supportive platform for teachers of mathematics in early years, primary, secondary, further education or higher education to share their classroom research projects about any aspects of mathematics teaching and learning
鈥� Facilitated critical discussion between practitioners
鈥� Modelled multi institution collaborative and participative research projects
鈥� Developed practitioners鈥� research skills through a panel discussion with established researchers
鈥� Shared information about opportunities available through 麻豆淫院 and BSRLM
In a change to our regular Keynote format, a panel of researchers shared their experience of practitioner research around the theme of 鈥淏eyond mastery: social justice and teaching mathematics in the primary school context鈥�. Panel members included Caroline Hilton (UCL Institute of Education), Gwen Ineson (Brunel University London), Balbir Kaur (University of Nottingham), Joel Kelly (The Blue School (C of E)), Laura King (University of Derby), Helen Thouless (St Mary鈥檚 University), and Pete Wright (University of Dundee).听
The day was organised and supported by 麻豆淫院 Special Interest Group on Mathematics in Education, in collaboration with the British Society for Research in Learning Mathematics (BSRLM).
Draft Programme:
| 10:30 |
Introduction and welcome
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| 10:40 |
Parallel presentations from practitioner researchers
(2 papers, 15 mins each followed by 10 minutes of discussion) |
| 听 |
Breakout room 1 鈥� Chair: Dr Gill Adams |
Breakout room 2 鈥� Chair: Dr Ouhao Chen |
Breakout room 3 鈥� Chair: Corinne Angier
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| 听 |
Transformative journeys: Narratives of experienced Key Stage 2 teachers in England
Drew Quayle, Anglia Ruskin University
Following the rules: Mastery and alternative curriculum approaches in KS2 mathematics Rebecca Turvill, Bosco Catholic Education Trust
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Cultivating 鈥榝uture leaders鈥� in maths classrooms: Unexpected results from a mixed-methods research project in South African schools
Robyn McQueen, University of South Wales
“What’s the point of studying this? I’m never going to need it.” Pupil perceptions of studying compulsory mathematics
Mark Slade, Sawston Village College
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Supporting neurodivergent students with their learning in mathematics and statistics: the practitioner perspective
Yamuna Dass, Coventry University & Charlotte Price, Coventry University
Understanding the barriers to applying mathematics in real-life context
Lois Kerrison, The Open University
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| 11:30 |
Break
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| 11:45 |
Panel Event
Beyond mastery: social justice and teaching mathematics in the primary school context
Caroline Hilton, UCL Institute of Education; Gwen Ineson, Brunel University; Balbir Kaur, University of Nottingham; Joel Kelly, The Blue School (C of E);
Laura King, University of Derby; Helen Thouless, St Mary鈥檚 University;
and Pete Wright, University of Dundee
|
| 12:45 |
Breakout Discussion Groups |
| 13:15 |
Plenary |
| 13:30 |
Lunch Break
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| 14:00 |
Parallel presentations from practitioner researchers
(3 papers, 15 mins each followed by 10 minutes of discussion) |
| 听 |
Breakout room 1 鈥� Chair: Dr Gill Adams |
Breakout room 2 鈥� Chair: Dr Ouhao Chen |
Breakout room 3 鈥� Chair: Corinne Angier |
Breakout room 4 鈥� Chair: Dr Gwen Ineson |
| 听 |
Do patterns of communication in mathematics classroom foster a non-critical view of mathematical knowledge
Nicola Tierney, St. Marys University
Number Talks and mathematical competence for emergent bilinguals
Jana Dean, Saint Martin鈥檚 University & Heather Byington, Washington State University
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Using indoor rock climbing to develop mathematical problem solving heuristics, and its impact on students鈥� problem solving beliefs and achievement
Keiha Dhruev, Sherborne Area Schools Trust
Manipulatives: Practicality over pedagogy?
Simon Sheard, University of Sunderland
Employing diffractive reading of undergraduate students mathematising while using 3D printing pens
Matthew Meangru, Northeastern University-London
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Freedom and agency in mathematics lesson – collaborating with students to plan mathematics lessons
Jane Goodland, University of Manchester
The pedagogy of children’s mathematical graphics: Teacher researchers’ perspectives
Elizabeth Carruthers, University of Bristol
Teaching children critical mathematics education and social justice
Manjinder Kaur Jagdev, York St. John University
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Addressing mathematics anxiety by promoting mathematical resilience: A case study in Educational Design Research
Ben Sinclair, University of Warwick
Constructing mathematics anxiety as educational illness: a theoretical re-examination of mathematics anxiety and its implications for ITT/E and schools
Jack Stothard & Laura King, University of Derby
Can the transmission of Mathematics Anxiety from parents to children be reduced by showing parents how mathematics is used in jobs?听 An evaluation of an online intervention
Paula Fieldhouse, University of the West of England
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| 15:15 |
Closing Remarks
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| 15:30 |
Event close
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