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"It's made me a better practitioner"
Watson, Fran DeFuyck, Julie
Watson, Fran
DeFuyck, Julie
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Authors
Editors
Date
2025
Educational Level
ISCED Level 1 Primary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: This podcast episode, produced by Cambridge Mathematics, features a conversation with Julie DeFuyck, a Year 6 teacher and mathematics leader in a rural primary school in Devon. The conversation focusses on practical experiences in teaching mathematics and the role of research in enhancing educational practices in this kind of setting.
Aims: The aim of the discussion is to explore how educational research can improve teaching practices, facilitate discussions among educators and encourage collaborative learning. The conversation invites listeners to reflect on the importance of research within their own teaching contexts.
Methods: Julie discusses various professional development opportunities such as subject leader briefings and oracy workshops. These forums allow educators to share experiences and implement innovative practices, like using 'talk tokens' to foster communication between students in mathematics lessons. The exchange of ideas among teachers across different educational levels (from Early Years to Year 11) is particularly emphasised.
Findings: Engaging in research projects has positively impacted the practice of involved teachers and highlighted a development need for increased student discussion in mathematics classes. Innovative practices, such as using talk tokens, have led to enhanced reasoning and explanation skills among students, indicating that the students are benefiting from these interactions.
Implications: The insights gained from this discussion highlight the importance of building a culture of collaborative learning among teachers, regardless of school size. Teachers appreciate the value of ongoing professional development and learning from colleagues, which can inform and enhance their teaching strategies. Using forums for dialogue and feedback can nurture an environment conducive to continuous improvement in educational settings. Overall, this conversation reinforces the correlated benefits of research engagement for both educators and students.
Description
Keywords
professional development, mathematics subject leadership, mathematical talk and oracy, mathematics education, practitioner research