• How can we engage mathematics ITE students with research?

      Bamber, Sally; Bokhove, Christian; University of Chester; University of Southampton (British Society for Research into Learning Mathematics, 2021-03-06)
      In the Erasmus+ Research in Teacher Education (RiTE) project, student teachers are stimulated to use evidence from educational and scientific research to experiment and innovate their teaching and learning processes. In two case studies we use Engestrom’s expansive learning cycle. The first case study reports on the design and implementation of materials designed to enhance student teachers’ critical review of literature in the context of the post-graduate study that is incorporated within their teacher education. The second case study presents the design of collaborative lesson research that aims to foster authentic connections between school-based learning (teaching practice) and research that informs mathematics teaching and learning. We discuss the aims of research-informed mathematics teacher education at each site, demonstrate some of the approaches used and discuss tensions within the design and early implementation of the projects.
    • Raising attainment of middle-lower attainment GCSE students

      Bamber, Sally; University of Chester
      Year 11 students throughout England are currently attending ‘'intervention’' classes designed to raise their mathematics attainment ahead of their GCSE examinations, using methods of instruction that seem to have proven unsuccessful the first time they were taught concepts, and then again, unsuccessfully, in subsequent lessons. This paper reports on a study of one class of lower to middle attaining Year 11 GCSE students who have been taught algebraic concepts using multiple representations and using teaching designed to allow them to reason from key known facts. Qualitative data from lesson observation, student and teacher interviews and students’ work is analysed to begin to construct a narrative interpretation of this small-scale classroom enquiry. This analysis demonstrates some promising outcomes in terms of pupils’ perceptions of learning mathematics and their use of iconic representations of concepts.
    • Translating research into practice through collaborative planning: The case of the so called grid method

      Bamber, Sally; University of Chester
      Drawing on research that informs transformative teacher education, this paper will report on an ongoing study that develops mathematics teachers’ knowledge and practice collaboratively. This paper accounts the experiences of a group of Welsh secondary school educators participating in collaborative classroom enquiry designed to develop GCSE students’ understanding of linear and quadratic algebraic expressions. The paper identifies the potential to disturb and improve learning through the use of enactive and iconic representations of algebraic concepts, whilst identifying tensions that arise in the act of changing the context for learning in a secondary school classroom.