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"There's always things to learn"
Watson, Fran Norman, Julia
Watson, Fran
Norman, Julia
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Authors
Editors
Date
2025
Educational Level
ISCED Level 0 Early childhood education
ISCED Level 1 Primary education
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 Julia Norman, deputy head and mathematics leader at a rural primary and nursery school. It focusses on her experiences with educational research and collaborative teacher practices, specifically in the context of early childhood mathematics education.
Aims: The primary aim of the discussion is to explore how educational research affects classroom practices, and the value of collaboration between educators. The podcast highlights both the insights to be gained from hands-on experiences in educational research projects and the importance of community in practitioner development.
Methods: The conversation showcases personal anecdotes and experiences from Julia Norman's role as a deputy head and mathematics leader in a rural primary school. Notably, discussions revolve around her involvement in an early years consortium and various educational research projects, including a pattern project and a toolkit to develop spatial reasoning. Julia shares insights on how these experiences enrich teaching practices and foster professional dialogue among educators.
Findings: Key findings reveal that participatory research allows educators to gain new perspectives on their teaching methods and enhances their understanding of concepts such as patterning and spatial reasoning. Julia notes the positive outcomes not only on her own professional growth, but also on the pedagogical approaches adopted across her school. The discussions highlight insights about children's learning processes, particularly regarding their spatial awareness and understanding of patterns.
Implications: The discussion in this podcast suggests that becoming actively involved in educational research and collaborative projects can deeply impact teacher practice. Educators who engage in such initiatives can enrich their learning environments and foster more effective instructional strategies. Other teachers may find value in considering collaborative research endeavours as integral to their professional development, ultimately leading to improved learning outcomes for themselves and their students.
Description
Keywords
early years mathematics, primary mathematics leadership, collaborative practice, patterning and spatial reasoning, professional development, teacher as learner, practitioner research, research into practice