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.

本研究将探讨的问题是：“在中学数学教育过程中，学生个体的对话式数学学习经验是如何形成的？".本研究将从学生的角度分析数据，并进行纵向个案研究。本研究是对我作为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，COVID-19进一步加剧了这种不平等。占主导地位的政策（如反垄断）导致了竞争压力，进一步扩大了差距（Polianskaya，2018）。因此，该项目处于一个社会分化的系统中。利用合作和对话来挑战现有的权力结构和弥合社会分歧在文献中很常见（例如Brown，2009; Planas and Civil，2009）。Boaler（2006年，第365页）发现，采用合作的方法可以提高包容性，因为学生们“无论种族、文化、性别、社会阶层或成就水平如何，都能相互尊重”。然而，当代教育政策对对话学习的作用并不清楚。一方面，课程框架说，数学课应该让学生“通过交流组织和巩固他们的数学思维”（NCTM，2021年，第3段）。然而，当前的民粹主义教育学倾向于回归“传统”的独白式教学或直接教学，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。在这种社会分化和矛盾的背景下，更深入地研究对话学习是至关重要的。身份认同也必须与对话学习一起考虑，因为社会分化和更狭窄的教学风格在自我意识、与他人的关系以及与数学的关系方面带来了挑战。