What are the relationships between the design and use of teacher generated examples and learners’ successes in the secondary mathematics classroom?

Thesis

Learning in mathematics is guided by the examples used by teachers in lessons that they deliver. There is research evidence that suggests that the design and use of these examples can have an impact on learners’ outcomes in mathematics. This study investigates the relationship between these variables to build a better understanding of how learning is influenced by the different approaches taken by teachers, aiming to answer the following research questions:

1. What do teachers consider when designing examples to promote learner participation in the secondary mathematics classroom? 2. What considerations and adaptations of example delivery improve learners’ opportunities to engage with mathematics most significantly and how can this be applied to other curriculum subjects?

To answer these questions, a variety of different data collection methods have been used; lesson observations, teacher interviews and grouped learner interviews. The approach taken was purposeful in ensuring a focus on the learning experience and the outcomes that this can have upon learners’ successes in mathematics, such as confidence and resilience to participate, in comparison with current research in this field that measures learners’ outcomes by attainment. Data collection is completed pre and post-‘intervention’ to allow for a comparison of learners’ successes both before and after the intervention stage.

It has been found that although learners are frequently invited to contribute their ideas during the delivery of examples, classroom dialogue is closely managed by teachers. Learners are also provided with minimal opportunities to contribute to the generation of examples. To improve learning experience in the secondary mathematics classroom, examples should be delivered in an interactive way. The findings suggest that by providing opportunities for learners to explain their justification for solutions, without interruptions, their ability to advance discussion through this participation significantly improves. Examples should be designed by teachers to promote discussion and unearth misconceptions held by learners, so that they can be clarified.

Authors: Southam, C

• DOI: 10.5287/ora-gpangoq8d
• Type of award: MSc taught course
• Level of award: Masters
• Awarding institution: University of Oxford
• Language: English
• Keywords: MLT; MLT 2022
• Subjects: Education