Teacher Development for Equitable Mathematics Classrooms: Reflecting on Experience in the Context of Performativity
In this article, we chart the development of one of us—Sue Hough—from a teacher who wanted students to understand to one who gained new critical understandings of student thinking, pedagogy, and the very nature of mathematics. We comment on the role of research interventions and learning communities...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-09-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/13/10/993 |
| _version_ | 1797574096523886592 |
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| author | Sue Hough Yvette Solomon |
| author_facet | Sue Hough Yvette Solomon |
| author_sort | Sue Hough |
| collection | DOAJ |
| description | In this article, we chart the development of one of us—Sue Hough—from a teacher who wanted students to understand to one who gained new critical understandings of student thinking, pedagogy, and the very nature of mathematics. We comment on the role of research interventions and learning communities in this development, with a particular focus on Sue’s encounter with Realistic Mathematics Education and the connections it makes between informal and formal mathematics through the pedagogy of guided reinvention. Development towards teaching that enables all learners to make sense of mathematics requires fundamental changes in pedagogic practice and a reconceptualisation of progress. Bringing about such radical change relies on one further aspect of Sue’s story—the freedom to experiment and learn as a teacher. We note the remoteness of this possibility in a climate of performativity and marketised education, and we discuss the implications of Sue’s journey for our pedagogical responsibilities in professional development today. |
| first_indexed | 2024-03-10T21:19:05Z |
| format | Article |
| id | doaj.art-e7a9d5e1426b4cfbab371e9dee9cad91 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-10T21:19:05Z |
| publishDate | 2023-09-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-e7a9d5e1426b4cfbab371e9dee9cad912023-11-19T16:16:37ZengMDPI AGEducation Sciences2227-71022023-09-01131099310.3390/educsci13100993Teacher Development for Equitable Mathematics Classrooms: Reflecting on Experience in the Context of PerformativitySue Hough0Yvette Solomon1Faculty of Health and Education, Manchester Metropolitan University, Manchester M15 6GX, UKFaculty of Health and Education, Manchester Metropolitan University, Manchester M15 6GX, UKIn this article, we chart the development of one of us—Sue Hough—from a teacher who wanted students to understand to one who gained new critical understandings of student thinking, pedagogy, and the very nature of mathematics. We comment on the role of research interventions and learning communities in this development, with a particular focus on Sue’s encounter with Realistic Mathematics Education and the connections it makes between informal and formal mathematics through the pedagogy of guided reinvention. Development towards teaching that enables all learners to make sense of mathematics requires fundamental changes in pedagogic practice and a reconceptualisation of progress. Bringing about such radical change relies on one further aspect of Sue’s story—the freedom to experiment and learn as a teacher. We note the remoteness of this possibility in a climate of performativity and marketised education, and we discuss the implications of Sue’s journey for our pedagogical responsibilities in professional development today.https://www.mdpi.com/2227-7102/13/10/993mathematics educationteacher learningRealistic Mathematics Educationprofessional developmenteducation policy |
| spellingShingle | Sue Hough Yvette Solomon Teacher Development for Equitable Mathematics Classrooms: Reflecting on Experience in the Context of Performativity Education Sciences mathematics education teacher learning Realistic Mathematics Education professional development education policy |
| title | Teacher Development for Equitable Mathematics Classrooms: Reflecting on Experience in the Context of Performativity |
| title_full | Teacher Development for Equitable Mathematics Classrooms: Reflecting on Experience in the Context of Performativity |
| title_fullStr | Teacher Development for Equitable Mathematics Classrooms: Reflecting on Experience in the Context of Performativity |
| title_full_unstemmed | Teacher Development for Equitable Mathematics Classrooms: Reflecting on Experience in the Context of Performativity |
| title_short | Teacher Development for Equitable Mathematics Classrooms: Reflecting on Experience in the Context of Performativity |
| title_sort | teacher development for equitable mathematics classrooms reflecting on experience in the context of performativity |
| topic | mathematics education teacher learning Realistic Mathematics Education professional development education policy |
| url | https://www.mdpi.com/2227-7102/13/10/993 |
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