How are individual students' experiences of dialogic maths learning shaping and shaped by their identities over the course of secondary maths educatio

本研究将解决以下问题：“在中学数学教育过程中，个别学生的对话数学学习经历是如何塑造和塑造他们的身份的？”本研究将以纵向个案研究的方式，从学生自己的角度分析资料。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。十年的紧缩导致结构性不平等加剧，COVID-19进一步加剧了这种不平等。主导政策（如学术）导致了竞争压力，进一步扩大了差距（Polianskaya, 2018）。因此，该项目处于社会分化的体系中。利用合作和对话来挑战现有的权力结构并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，采用合作的方法会导致更大的包容性，因为学生们培养了对“彼此的尊重，而不管种族、文化、性别、社会阶层或成就水平的差异”。然而，当代教育政策对对话学习的作用并不明确。一方面，课程框架指出，数学课应该允许学生“通过交流组织和巩固他们的数学思维”（NCTM, 2021，第21段）。3)。然而，目前的民粹主义教学法倾向于回归到单一教学或直接教学的“传统”风格，甚至声称这些可以用来解决社会不平等问题。英国教育标准局（OFSTED）的2021年数学教育报告几乎没有提到讨论。在这种社会分裂和矛盾的背景下，对对话学习进行更深入的研究是必不可少的。除了对话学习之外，还必须考虑身份问题，因为社会分裂和更狭隘的教学风格会给自我意识、与他人的关系以及数学带来挑战。

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.