Developing communication and participation patterns within Numeracy classrooms: Structuring equitable access for diverse learners
Funding Year:2008
Type: 2 years
Organisation: Massey University
Principal Investigator
Roberta Hunter
Research team
Glenda Anthony
Partnerships
Massey University; School of Education, Auckland, and West Harbour School Teachers.
Project Aims
This is a collaborative design research study exploring communication and participation patterns in mathematics classrooms. It draws on the expertise of researchers and teachers to examine the pedagogical practices that provide equitable access to mathematical discourse for students. The data will offer ways to increase our knowledge of the sorts of teaching and learning practices which strengthen diverse learners’ mathematical proficiency, both socially and academically. We aim to help connect policy with practice in a sustainable way.
Research Questions
1. How do teachers adapt and use a purposely designed Communication and Participation Framework (CPF) to structure student engagement in collective reasoned discourse?
2. What different pedagogical strategies and adaptations do teachers make to position diverse students to access the mathematical discourse equitably?
3. How are changes in students’ ways of participating in their mathematical learning influencing their mathematical proficiency?
4. How do the students view their roles and responsibilities in the collective discourse as they gain increased agency in the classroom mathematical discourse?
Project Outputs
Anthony, G. (2009). Supporting students' mathematical communication with modelling activities. Paper presented at the Mathematics Teachers Conference, Singapore National Institute of Education, 4 June 2009.
Hunter, R. (2009). Making Culture Count. Workshop presented at the Numeracy Leaders Conference Day, Victoria University, 27 March 2009.
Hunter, R. (2009). Making Culture Count. Keynote speech at the Numeracy Leaders Conference Day, Victoria University, 27 March 2009.
Hunter, R. (2009). Facilitating Communities of Mathematical Inquiry. Keynote speech at the National Numeracy Conference, Auckland, 16-19 February 2009.
Anthony, G., & Hunter, R. (in press). Communication practices involved in rich tasks activity. In B. Kaur (Ed.), Mathematics modelling Yearbook 2010 Association of Mathematics Educators. London: World Scientific.
Hunter, R. (in press). Changing roles and identities in the construction of mathematical inquiry communities. Journal of Mathematics Teacher Education.