Making invisible learners seen through practitioner research: A close to practice study of student participation in maths discussion

Context: In England, recent governmental initiatives have emphasized evidence-based decision-making in schools, highlighting the influence of large-scale randomized controlled trials on educational practices. While this approach aims to improve teaching quality, it risks undermining educators' professional judgment and creativity, particularly as it often positions external researchers as authoritative figures in the classroom, while teachers may feel pressured to follow a singular pedagogical model. Aims: The small-scale, close-to-practice research investigated student participation in mathematics discussions, focusing specifically on girls' engagement in a Year 9 classroom setting. The study aimed to explore the relationship between participation and attainment and to gain an authentic student perspective on factors affecting participation. Methods: The study engaged a class of 25 Year 9 students (13-14 years old) from a secondary school in Nottingham, employing participant observation, analysis of test data, and creative methods such as a comic strip to collect student insights on their classroom participation. The participant observations were conducted over a week, and the comic strip was used to facilitate discussions about barriers to participation. Findings: The observations indicated that girls participated less frequently than boys in classroom discussions, which correlated with their lower engagement levels. However, it was noted that girls scored higher on mathematics tests, suggesting no direct link between class participation and academic success. The comic strip exercise revealed students cited fear of making mistakes, self-consciousness, and peer perception as barriers to their participation. Implications: The study underscored the importance of adopting a teacher-led research approach that values students' perspectives on participation. Findings highlighted the need for adaptive teaching strategies that create safer classroom environments, enabling students to engage more freely. By incorporating student insights, this research illustrates potential pathways for addressing barriers to participation and fostering a more inclusive classroom dynamic.

Keywords (free text)

close to practice research, practitioner research, student perspective, creative research methods, mathematics classroom discussions, participation and attainment in mathematics

Permanent link to cite this item

https://hdl.handle.net/20.500.14069/1059
https://doi.org/10.71779/13

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Close to Practice Conference, June 2024