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.

这项研究将解决这样的问题：“在中学数学教育过程中，学生的身份是如何塑造和塑造对话数学学习体验的？”。这项研究将从学生自己的角度进行纵向案例研究来分析数据。这项研究是对我作为一名教师亲眼目睹的政策和社会变化的直接回应。十年的紧缩政策导致结构性不平等加剧，而新冠肺炎 (COVID-19) 疫情进一步加剧了这种不平等。主导政策（例如学院化）导致了竞争压力，进一步扩大了差距（Polianskaya，2018）。因此，该项目位于社会鸿沟系统内。利用协作和对话来挑战既定的权力结构并弥合社会分歧在文献中很常见（例如 Brown，2009 年；Planas 和 Civil，2009 年）。 Boaler (2006, p.365) 发现，采用协作方法会带来更大的包容性，因为学生会“无论种族、文化、性别、社会阶层或成就水平的差异如何相互尊重”。然而，当代教育政策对于对话学习的作用尚不清楚。一方面，课程框架规定，数学课程应该让学生“通过交流来组织和巩固他们的数学思维”（NCTM，2021，第3段）。然而，当前的民粹主义教学法倾向于回归“传统”的独白教学或直接指导风格，甚至声称这些可以用来解决社会不平等问题。 OFSTED（2021）关于数学教育的报告几乎没有提到讨论。在社会分歧和矛盾的背景下，对对话学习进行更多的研究至关重要。身份还必须与对话学习一起考虑，因为社会鸿沟和更狭隘的教学风格给自我意识、与他人的关系以及数学带来了挑战。