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All-Attainment Teaching in Secondary Mathematics: Philosophy, Practice and Social Justice 2022 ed. [Kietas viršelis]

  • Formatas: Hardback, 208 pages, aukštis x plotis: 235x155 mm, weight: 512 g, 15 Illustrations, color; 9 Illustrations, black and white; XIX, 208 p. 24 illus., 15 illus. in color., 1 Hardback
  • Išleidimo metai: 10-Feb-2022
  • Leidėjas: Springer Nature Switzerland AG
  • ISBN-10: 3030923606
  • ISBN-13: 9783030923600
Kitos knygos pagal šią temą:
All-Attainment Teaching in Secondary Mathematics: Philosophy, Practice and Social Justice 2022 ed.Didesnis paveikslėlis
  • Formatas: Hardback, 208 pages, aukštis x plotis: 235x155 mm, weight: 512 g, 15 Illustrations, color; 9 Illustrations, black and white; XIX, 208 p. 24 illus., 15 illus. in color., 1 Hardback
  • Išleidimo metai: 10-Feb-2022
  • Leidėjas: Springer Nature Switzerland AG
  • ISBN-10: 3030923606
  • ISBN-13: 9783030923600
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9783030923600.html
Raktažodžiai:

This book is about the promotion of all-attainment teaching in the mathematics classroom. The book contains the individual stories of six teachers working in three different schools: an inner London comprehensive with a largely working class intake, a comprehensive on the south coast and a rural comprehensive in Cambridgeshire.  Each story describes and explains in brief the background of the teacher and how each came to teach all-attainment groups in mathematics. The research reported in this book is the only close examination and analysis of the practices and methodologies of successful all-attainment educators in the modern age. Three major themes are identified and examined: what sustains the teachers; how they introduce, develop and maintain all-attainment teaching; and how they make all-attainment work in the classroom.

From an analysis of these findings, the book presents two interrelated models of the knowledge and understandings the research has generated.  The first one is an overarching model of situation and horizon. Used as a means of visualizing and understanding the current situation for teachers, it can aid in encouraging change for the better.  The second model offers teachers a way to think of all-attainment teaching as an enabler for all students, most especially for disadvantaged students. Both models have original and explanatory power and offer new ways of conceptualizing how mathematics teaching for social justice might be understood and implemented, offering fresh perspectives and unique insights. As such it will be of help to students at undergraduate, Masters and doctoral level and to education researchers more widely.

Recenzijos

Jackson presents a thorough exploration of the influences of social and political ideologies on the ways that schools and teaching are organized in the U.K. and a very scholarly review of research on educational outcomes for students . the insights from Jacksons research will be valuable to those who share the participants goals of transforming secondary mathematics education in the pursuit of more just opportunities and outcomes for students. (Duane Graysay, MAA Reviews, January 29, 2023)

1 Backstory: Growing Up Working-Class in Northern
Ireland: Schooling Not Education
1(1)
Northern Ireland: A Sectarian State
1(14)
Experiences of Schooling: Parents, Relatives, My Primary School and the 11 Plus
4(5)
Pedagogy and the Grammar School
9(1)
Problematising My Schooling
10(1)
After School
10(2)
Being an Educator
12(3)
References
15(2)
2 Introduction
17(6)
Why My Backstory Is Important in This Book?
17(1)
The Context in Which the Research Took Place
18(1)
Social Justice and Mathematics
18(1)
What I Set Out to Achieve Through the Research
19(1)
The Book
Chapters
20(2)
References
22(1)
3 Class, Schooling and the Legitimation of Inequality
23(14)
Introduction
23(1)
Education for Society or the Individual? Post-war Mass Schooling: Educating the Workers
24(6)
Post 1976: The Era of Neoliberalism
30(5)
References
35(2)
4 Class, "ability" Groups and Mathematics in English Secondary Schools
37(22)
Introduction
37(1)
Current Patterns of Attainment
37(1)
"Ability" Grouping as a Social Justice Issue
38(1)
Some "ability" Grouping Practices
39(2)
Class and "ability"
41(2)
Student Attainment, "intelligence" and the Idea of "ability"
43(2)
"Ability" Grouping and Levels of Attainment
45(2)
Allocation of Children to "ability" Groups
47(2)
"Ability": Beliefs and Practices of Teachers
49(2)
"Ability" Grouping: Concluding Remarks
51(1)
References
52(7)
5 Methodological and Method Considerations
59(16)
Introduction
59(1)
My Methodology
59(10)
Philosophical Approaches Underpinning My Methodology
60(1)
Critical Theory
60(2)
Issues of Rigour, Reliability and Validity in Critical Theory Research
62(4)
Gadamer
66(2)
Gramsci
68(1)
Research Design
69(3)
Choosing Interviews
69(1)
Designing the Interviews
70(1)
Finding the Participants: The Sample
70(2)
References
72(3)
6 Data Collection, Processing and Analysis
75(10)
Data Collection
75(1)
Refining My Research Question
76(2)
Approach to Data Analysis
78(2)
Storytelling
78(2)
A Second Analytical Strand: Using Thematic Analysis
80(3)
Thematic Analysis
80(3)
References
83(2)
7 Introducing the Teachers
85(42)
The Teachers' Stories
85(39)
Pete
85(12)
Philippa
97(5)
Bob
102(5)
Final Word from Bob
107(1)
Sarah
108(6)
Adara
114(5)
Akhila
119(5)
Ethical Considerations
124(1)
References
125(2)
8 The Teachers: What Sustains Them
127(12)
The Teachers and Mathematics
127(2)
An Interest in Research and/or Curriculum Development
129(2)
Experiences Prior to Qualifying as Teachers
131(1)
The Teachers: Relationship to "ability" Thinking
132(2)
Expectations About Achievement and Implications for Curriculum Content
134(1)
Student Attainment and Enjoyment of Mathematics
135(2)
References
137(2)
9 Introducing, Developing and Maintaining All-Attainment While Convincing Others
139(16)
Introduction
139(1)
The Need for Support
139(14)
Support from Above
139(4)
Support from Colleagues
143(2)
Convincing Others
145(6)
Collaborative Approach to Curriculum Planning and Creating Resources
151(2)
References
153(2)
10 How the Teachers Make All-Attainment Work in the Classroom
155(16)
The Role, Influence and Nature of Assessment
155(2)
Approach to Teaching
157(3)
Understanding Rather than Rules
157(1)
Critical Thinking Beyond Mathematics
158(1)
Collaboration and Creative Planning
159(1)
Teacher Methods: How the Students Work
160(9)
Type of Task
160(2)
Learning How to Learn
162(1)
Critical Thinking, Independence and Responsibility in Mathematics Learning
163(1)
Time
164(1)
Exploration and Inquiry
165(1)
Talk
166(2)
Groupwork
168(1)
References
169(2)
11 Conclusion
171(18)
The Purpose of My Research
171(2)
Key Findings
173(1)
Transformative Pedagogy
174(2)
Discussion
176(6)
The Teachers `Situation'
176(3)
The Teachers, Their Intentions and What They Do
179(1)
Cornerstone One: Mathematics
179(1)
Cornerstone Two: Community
180(1)
Cornerstone Three: Independence
181(1)
The Apex Cornerstone: Critical Thinking
182(1)
Implications for Practice
182(2)
Limitations of Study
184(1)
Suggestions for Further Research
185(3)
References
188(1)
Appendices 189(4)
References 193(10)
Index 203
Colin Jackson completed his first degree in Engineering Science at Edinburgh University in the late 70s.  After working in industry for several years he embarked on a mathematics PGCE at Chelsea College in the mid-80s.  Having been convinced on the course of its benefits, he taught all-attainment mathematics over a period of fifteen years in several secondary schools in London and Yorkshire, first as a classroom teacher, then later as a Head of Department.  Along the way he completed a second undergraduate degree in mathematics with the Open University.  Around the millennium he moved into higher education working on the secondary mathematics PGCE and on undergraduate routes into teaching at Sheffield Hallam University.  During his time there he was course leader for the BSc in Mathematics Education (Secondary), Mathematics Director for the create maths project, Project manager for the MAST programme based at Sheffield Hallam University and CPD leaderfor Mathematics in the Making (MIMA) a multinational Comenius project.  He has a research profile in social justice in mathematics education.  He retired in 2016 but still retains an active interest in mathematics education.