3,367
Views
5
CrossRef citations to date
0
Altmetric
Articles

Teaching mathematics to lower attainers: dilemmas and discourses

ORCID Icon & ORCID Icon
Pages 53-69 | Received 26 Jan 2017, Accepted 11 Dec 2017, Published online: 29 Jan 2018

References

  • Advisory Committee on Mathematics Education. (2016). Problem solving in mathematics realising the vision through better assessment. Retrieved from http://acme-uk.org/news/news-items-repository/2016/6/assessment-of-problem-solving-report
  • Ainscow, M., Booth, T., & Dyson, A. (2006). Inclusion and the standards agenda: Negotiating policy pressures in England. International Journal of Inclusive Education, 10, 295–308. doi: 10.1080/13603110500430633
  • Askew, A., Bishop, S., Christie, C., Eaton, S., Griffin, P., & Morgan, D. (2015). Teaching for mastery: Questions, tasks and activities to support assessment. London/Oxford: Crown Copyright/Oxford University Press.
  • Ball, D. (2016, July). Uncovering the special mathematical work of teaching. Plenary lecture at the 13th International Congress on Mathematical Education (ICME), Hamburg, Germany, July 30, 2016.
  • Ball, S. J. (2003). The teacher’s soul and the terrors of performativity. Journal of Education Policy, 18, 215–228. doi: 10.1080/0268093022000043065
  • Ball, S. J., Maguire, M., Braun, A., & Hoskins, K. (2011a). Policy subjects and policy actors in schools: Some necessary but insufficient analyses. Discourse: Studies in the Cultural Politics of Education, 32, 611–624. doi: 10.1080/01596306.2011.601564
  • Ball, S. J., Maguire, M., Braun, A., & Hoskins, K. (2011b). Policy actors: Doing policy work in schools. Discourse: Studies in the Cultural Politics of Education, 32, 625–639. doi: 10.1080/01596306.2011.601565
  • Black-Hawkins, K., & Florian, L. (2012). Classroom teachers’ craft knowledge of their inclusive practice. Teachers and Teaching: Theory and Practice, 18, 567–584. doi: 10.1080/13540602.2012.709732
  • Boaler, J. (2008). Promoting “relational equity” and high mathematics achievement through an innovative mixed ability approach. British Educational Research Journal, 34, 167–194. doi: 10.1080/01411920701532145
  • British Association for Educational Research. (2011). Ethical guidelines for educational research. London: BERA.
  • Burke, P. J., Bennett, A., Burgess, C., Gray, K., & Southgate, E. (2016). Capability, belonging and equity in higher education: Developing inclusive approaches. Report submitted to the National Centre for Student Equity in Higher Education, Curtin University, Perth.
  • Cohen, E., & Lotan, R. (Eds.). (1997). Working for equity in heterogeneous classrooms: Sociological theory in practice. New York, NY: Teachers College Press.
  • Davies, B. (2003). Frogs and snails and feminist tales: Preschool children and gender. Cresskill, NJ: Hampton Press.
  • Davies, B. (2005). The (im)possibility of intellectual work in neoliberal regimes. Discourse: Studies in the Cultural Politics of Education, 26, 1–14. doi: 10.1080/01596300500039310
  • Department for Children, Schools and Families/The National Strategies Primary. (2009). Moving on in mathematics: Narrowing the gaps. Nottingham: DCSF.
  • Department for Education. (2013). The national curriculum in England: Key stages 1 and 2 framework document. Retrieved from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/425601/PRIMARY_national_curriculum.pdf
  • Department for Education. (2016). Educational excellence everywhere: The schools white paper. London: Author.
  • Department for Education and Science. (1982). Mathematics counts: Report of the committee of enquiry into the teaching of mathematics in schools under the chairmanship of Dr W. H. Cockcroft. London: HMSO.
  • Department for Education and Science. (1988). Education reform act. London: HMSO.
  • Dowker, A. (2009). What works for children with mathematical difficulties? The effectiveness of intervention schemes. Nottingham: DCSF.
  • Dunne, M., Humphreys, S., Sebba, J., Dyson, A., Gallannaugh, F., & Muijs, D. (2007). Effective teaching and learning for pupils in low attaining groups (RR011). London: DCSF.
  • Florian, L., Black-Hawkins, K., & Rouse, M. (2017). Achievement and inclusion in schools (second edition). Abingdon, Oxon: Routledge.
  • Fosnot, C. T., & Dolk, M. (2001). Young mathematicians at work: Constructing number sense, addition and subtraction. Portsmouth, NH: Heinemann.
  • Foucault, M. (1972). The archaeology of knowledge. London: Routledge.
  • Foucault, M. (1977). Discipline and punish: The birth of the prison. Harmondsworth: Penguin Books.
  • Foucault, M. (1982). The subject and power. Critical Inquiry, 8, 777–795. doi: 10.1086/448181
  • Foucault, M. (1990). The history of sexuality, volume 1. An introduction. Harmondsworth: Penguin Books.
  • Francis, B., Archer, L., Hodgen, J., Pepper, D., Taylor, B., & Travers, M. (2016). Exploring the relative lack of impact of research on “ability grouping” in England: A discourse analytic account. Cambridge Journal of Education, 47, 1–17. doi: 10.1080/0305764X.2015.1093095
  • Gifford, S., & Rockliffe, F. (2012). Mathematics difficulties: Does one approach fit all? Research in Mathematics Education, 14, 1–15. doi: 10.1080/14794802.2012.657436
  • Gillborn, D., & Youdell, D. (2000). Rationing education: Policy, practice, reform, and equity. Buckingham: Open University Press.
  • Glazzard, J. (2013). A critical interrogation of the contemporary discourses associated with inclusive education in England. Journal of Research in Special Educational Needs, 13, 182–188. doi: 10.1111/1471-3802.12018
  • Gutiérrez, R., & Dixon- Román, E. (2011). Beyond gap gazing: How can thinking about education comprehensively help us (re)envision mathematics education? In B. Atweh, M. Graven, W. Secada, & P. Valero (Eds.), Mapping equity and quality in mathematics education (pp. 21–34). New York, NY: Springer.
  • Hardy, T. (2009). What does a discourse oriented examination have to offer teacher development? In L. Black, H. Mendick, & Y. Solomon (Eds.), Mathematical relationships in education: Identities and participation (pp. 186–197). Abingdon: Routledge.
  • Hart, S., Dixon, A., Drummond, M. J., & McIntyre, D. (2004). Learning without limits. Maidenhead: Open University Press.
  • Holmes, W., & Dowker, A. (2013). Catch up numeracy: A targeted intervention for children who are low-attaining in mathematics. Research in Mathematics Education, 15, 249–265. doi: 10.1080/14794802.2013.803779
  • Hutchings, M. (2015). The impact of accountabilty measures on childrne and young people: Research commisioned by the National Union of Teachers. Retrieved from https://www.teachers.org.uk/files/exam-factories.pdf
  • Jackson, C., & Dempster, S. (2009). “I sat back on my computer … with a bottle of whisky next to me”: Constructing “cool” masculinity through “effortless” achievement in secondary and higher education. Journal of Gender Studies, 18, 341–356. doi: 10.1080/09589230903260019
  • Jones, A. (1997). Teaching post-structuralist feminist theory in education: Student resistances. Gender and Education, 9, 261–269. doi: 10.1080/09540259721240
  • Keddie, A. (2016). Children of the market: Performativity, neoliberal responsibilisation and the construction of student identities. Oxford Review of Education, 42, 108–122. doi: 10.1080/03054985.2016.1142865
  • Kershaw, A. (2016, March 13). Maths teaching in the UK is “superficial”, says education expert. Independent. Retrieved from http://www.independent.co.uk/news/education/education-news/maths-teaching-in-the-uk-is-superficial-says-education-expert-a6929236.html
  • Llewellyn, A. (2009). “Gender games”: A post-structural exploration of the prospective teacher, mathematics and identity. Journal of Mathematics Teacher Education, 12, 411–426. doi: 10.1007/s10857-009-9109-0
  • Ma, L. (2015, June). The theoretical core of whole number arithmetic. In X. Sun, B. Kaur, & J. Novotná (Eds.), The twenty-third ICMI study: Primary mathematics study on whole numbers (pp. 34–38). Macao, China. Retrieved from http://www.umac.mo/fed/ICMI23/doc/Proceedings_ICMI_STUDY_23_final.pdf
  • Marks, R. (2011, March). “Ability” in primary mathematics education: Patterns and implications. In C. Smith (Ed.), Proceedings of the British Society for Research into Learning Mathematics 31(1). Retrieved from http://www.bsrlm.org.uk/wp-content/uploads/2016/02/BSRLM-IP-31-1-16.pdf
  • Marks, R. (2013). ‘The blue table means You Don’t have a clue’: The persistence of fixed-ability thinking and practices in primary mathematics in English schools. FORUM: For Promoting 3-19 Comprehensive Education, 55, 31–44. doi: 10.2304/forum.2013.55.1.31
  • Marks, R. (2014). Educational triage and ability-grouping in primary mathematics: A case-study of the impacts on low-attaining pupils. Research in Mathematics Education, 16, 38–53. doi: 10.1080/14794802.2013.874095
  • Mason, J., Burton, L., & Stacey, K. (1982). Thinking mathematically. London: Addison Wesley.
  • National Centre for the Excellence of Teaching in Mathematics. (2016). Maths hubs and mastery. Retrieved from https://www.ncetm.org.uk/resources/49448
  • Norwegian Ministry of Education and Research. (2000). Act relating to primary and secondary education (Education Act) Last amended 30 June 2000 https://www.regjeringen.no/contentassets/b3b9e92cce6742c39581b661a019e504/education-act-norway-with-amendments-entered-2014-2.pdf
  • Norwich, B. (2008). Dilemmas of difference, inclusion and disability: International perspectives and future directions. London: Routledge.
  • NRICH. (2011). Using high threshold low ceiling tasks in ordinary classrooms. Retrieved from http://nrich.maths.org/7701
  • Ocean, J., & Skourdoumbis, A. (2016). Who’s counting? Legitimating measurement in the audit culture. Discourse: Studies in the Cultural Politics of Education, 37, 442–456. doi: 10.1080/01596306.2015.1061977
  • Office for Standards in Education. (2012). Made to measure. London: HMSO.
  • Organisation for Economic Co-operation and Development. (2014). PISA 2012 results: What students know and can do (volume I, revised edition, February 2014): Student performance in mathematics, reading and science. Paris: OECD Publishing. doi: 10.1787/9789264208780-en
  • Schleicher, A. (2015). Seven big myths about top-performing school systems. BBC News. Retrieved from http://www.bbc.co.uk/news/business-31087545
  • Thomas, G. (2013). A review of thinking and research about inclusive education policy, with suggestions for a new kind of inclusive thinking. British Educational Research Journal, 39, 473–490. doi: 10.1080/01411926.2011.652070
  • Thomson, P., & Pennacchia, J. (2016). Disciplinary regimes of “care” and complementary alternative education. Critical Studies in Education, 57, 84–99. doi: 10.1080/17508487.2016.1117506
  • Torgerson, C. J., Wiggins, A., Torgerson, D. J., Ainsworth, H., Barmby, H., Hewitt, C., Jones, K., … Tymms, P. (2011). Every child counts: The independent evaluation (RR091a). London: Department for Education. Retrieved from http://dera.ioe.ac.uk/2376/1/2376_DFE-RR091A.pdf
  • United Nations Educational, Scientific and Cultural Organization. (1994). The Salamanca statement and framework for action on special needs education. Paris: Author.
  • Valero, P. (2009). What has power got to do with mathematics education? In P. Ernest, B. Greer, & B. Sriraman (Eds.), Critical issues in mathematics education (pp. 237–254). Charlotte, NC: Information Age Publishing Incorporated.
  • Walls, F. (2004). The “mathematically able child” in primary mathematics education: A discursive approach. In I. Putt, R. Faragher, & M. McLean (Eds.), Proceedings of the 29th annual conference of mathematics education research group of Australasia. Townsville, QLD, Australia.
  • Walls, F. (2008, February). “Down in the dark zone”: Teacher identity and compulsory standardised mathematics assessment. In J. Filipe Matos, P. Valero, & K. Yasukawa (Eds.), Proceedings of the fifth international mathematics education and society conference (pp. 485–494). Albufeira, Portugal: Universidade de Lisboa. Retrieved from http://mes5.learning.aau.dk/Papers/Walls2.pdf
  • Walshaw, M. (2010). Learning to teach: Powerful practices at work during practicum. In M. Walshaw (Ed.), Unpacking pedagogy: New perspectives for mathematics classrooms (pp. 109–128). Charlotte, NC: Information Age Publishing.
  • Walshaw, M. (2014). Who can know mathematics? For the Learning of Mathematics, 34(2), 2–6.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.