Working atmosphere in the secondary mathematics classroom: When things do not work according to the lesson plan

Biza, Irene ORCID: https://orcid.org/0000-0003-1727-3884, Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473, Thoma, Athina, Kayali, Lina, Cook, Tom, Hughes, Ed, Wolsey, Rebecca, Joel, Gareth and Jagdev, Manjinder (2016) Working atmosphere in the secondary mathematics classroom: When things do not work according to the lesson plan. In: Proceedings of the British Society for Research into Learning Mathematics. British Society for Research into Learning Mathematics, GBR.

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Abstract

In this paper we focus on a collaborative research and development project in which a team consisting of secondary mathematics teachers (newly qualified and experienced), researchers in mathematics education (faculty and doctoral students) and mathematics teacher educators work together on how to achieve balance between creating opportunities for high quality mathematical thinking and attending to classroom management and behaviour issues. To this aim we deploy Haydn’s 10-point scale on the working atmosphere in the classroom. This construct was not devised specifically for the mathematics classroom and our study explores its potentialities for it: we ask whether a scale (Haydn-M) with mathematics specificity can provide meaningful insight into the working atmosphere in the secondary mathematics classroom. In this paper we provide examples suggested by newly qualified teachers in our team of such a mathematically specific use of the scale.

Item Type:	Book Section
Uncontrolled Keywords:	working atmosphere,haydn scale,mathematics teacher,professional development,situation-specific task,mathtask
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
UEA Research Groups:	Faculty of Social Sciences > Research Groups > Research in Mathematics Education
Related URLs:	http://www.bsrlm.org.uk/wp-content/uploa...
Depositing User:	Pure Connector
Date Deposited:	21 Dec 2016 00:04
Last Modified:	24 May 2023 05:50
URI:	https://ueaeprints.uea.ac.uk/id/eprint/61837
DOI:

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