How are individual students' experiences of dialogic maths learning shaping and shaped by their identities over the course of secondary maths educatio

在中学数学教育过程中，学生个体的对话数学学习经历是如何被他们的身份塑造和塑造的？

• 批准号: 2760892
• 金额: --
• 依托单位: University of Manchester
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2022
• 资助国家: 英国
• 起止时间: 2022 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2760892
• 关键词: How; individual; students; experiences; dialogic

This research will address the question: "How are individual students' experiences of dialogic maths learning shaping and shaped by their identities over the course of secondary maths education?". This research will analyse data from the students' own perspectives in a longitudinal case study.This research is a direct response to policy and social changes I have witnessed first-hand as a teacher. A decade of austerity has led to increased structural inequalities, exaggerated further by COVID-19. Dominant policies (such as academisation) have led to competitive pressures which havewidened gaps further (Polianskaya, 2018). This project is therefore situated within a system of social divides. Using collaboration and dialogue to challenge received power structures and bridge social divides is common in the literature (e.g. Brown, 2009; Planas and Civil, 2009). Boaler (2006, p.365) found that following a collaborative approach led to greater inclusivity as students developed respect for "each other regardless of differences in ethnicity, culture, gender, social class, or attainment level". However, contemporary educational policy is unclear about the role of dialogic learning. On the one hand, curriculum frameworks say that maths lessons should allow students to "organize and consolidate their mathematical thinking through communication" (NCTM, 2021, para. 3). However, current populist pedagogies tend to returnto 'traditional' styles of monologic teaching or direct instruction, even claiming that these can be used to tackle social inequality. OFSTED's (2021) report into mathematics education barely mentions discussion. Greater study into dialogic learning is essential within this context of social divides and contradictions. Identities must also be consideredalongside dialogic learning as social divides and more narrow teaching styles create challenges around sense of self, and relationships with othersand with maths.

这项研究将解决以下问题：“个别学生在中学数学教育过程中的身份塑造和塑造对话数学学习的经历？”。这项研究将在纵向案例研究中从学生自己的角度分析数据。这项研究是对我作为老师亲眼目睹的政策和社会变革的直接回应。十年的紧缩政策导致结构上的不平等增加，进一步夸大了Covid-19。占主导地位的政策（例如学业化）导致了竞争压力，这使差距进一步延伸了（Polianskaya，2018年）。因此，该项目位于社会鸿沟系统中。在文献中，使用协作和对话来挑战收到的权力结构，而桥梁社会鸿沟很常见（例如Brown，2009； Planas and Civil，2009年）。 Boaler（2006，p.365）发现，随着学生对“彼此之间的尊重，无论种族，文化，性别，社会阶层或成就水平差异如何），随着学生对“彼此之间的尊重”的尊重，提高了包容性。但是，当代教育政策尚不清楚对话学习的作用。一方面，课程框架说，数学课程应允许学生“通过交流组织和巩固他们的数学思维”（NCTM，2021，第3段）。但是，当前的民粹主义教学法倾向于返回“传统”的独白教学风格或直接教学，甚至声称可以用来解决社会不平等。 Ofsted（2021）关于数学教育的报告几乎没有提及讨论。在社会鸿沟和矛盾的情况下，对对话学习的更大研究至关重要。当社会鸿沟和更狭窄的教学风格围绕自我意识以及与他人的关系和数学的关系时，还必须将身份视为对话学习的挑战。