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ToolsNardi, Elena and Mashiyane, Nokuthula (2020) Exploring primary school teachers’ narratives about mathematical ability through a mathTASK activity: the case of Stella. In: Proceedings of the British Society for Research into Learning Mathematics. UNSPECIFIED.
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Abstract
We report from a study which explored UK primary school teachers’ narratives about mathematical ability using semi-structured interviews and engaging participants in situation-specific activities from the MathTASK programme (mathtasks). We analysed the written responses to the mathtasks and interview data through Nardi, Biza & Zachariades’ classification of teacher warrants. Here, we first introduce a mathtask (called “Fractions” in which four students grapple with the question “How do I know which fraction is bigger?”) designed to elicit teacher talk about mathematical ability and trigger discussion of whether, how and why teachers deploy grouping students by ability. We then draw on one teacher’s data to illustrate themes that emerged as characteristic across our analysis: prevalence of personal and professional empirical warrants and limited presence of a priori and epistemological warrants. Ability narratives emerge as strong influences on teacher decision making as do public narratives of mathematical ability as innate.
| Item Type: | Book Section |
|---|---|
| Additional Information: | Published November 2020 |
| 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: | |
| Depositing User: | LivePure Connector |
| Date Deposited: | 01 Apr 2021 00:46 |
| Last Modified: | 28 Jan 2025 11:07 |
| URI: | https://ueaeprints.uea.ac.uk/id/eprint/79604 |
| DOI: |
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