Golding, J; (2020) Mathematics education and financial literacy: a valued but vulnerable symbiosis. In: BSRLM Proceedings: Vol 40 No 1 at The University of Cambridge, Cambridge, on Saturday 7 th March 2020. BSRLM: Cambridge, UK.

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Abstract

BSRLM Proceedings: Vol 40 No 1 at The University of Cambridge, Cambridge, on Saturday 7 th March 2020 01 Characterising patterning of teacher-learner interactions in mathematics classrooms. Julian Brown University of Bristol Deliberate development of our practices, in and out of the classroom, is supported by explicit awareness of possibilities in the moment, expanding possibilities for action. My role as a mathematics teacher educator involves working alongside teachers as they work on their own awarenesses. I am interested in how classroom observations might be used as a mechanism to follow and support development of the awareness of awareness. This report makes use of observations of sequences of lessons taught by two different, experienced teachers of mathematics to consider possibilities for characterising particular teacher-class environments and, hence, to identify shifts in these environments. Consideration is given to how such mechanisms might act as tools for development of in-the-moment awareness for practising teachers. 02 A design based research project: Exploring pedagogies that develop abstract and algebraic thinking within secondary school mathematics Libby Chancer Swansea University Within the current Welsh educational system, ‘real life’ problems have become a focus within Mathematics lessons. Pupils are given a worded or visual problem which often needs to be translated into a mathematical form to solve. The OECD refer to this process as mathematizing. It is this process of mathematizing that often causes difficulties for pupils. Pupils have to abstract during the translation, meaning they have to locate and express the mathematical structure within the problem. Only after abstraction is the problem in a form which is able to be manipulated and solved. This research is the 1 st iteration in a design based research project that covers four intervention lessons. This project aims to develop specific pedagogies which support pupils to focus on mathematical structure and think abstractly and algebraically. This paper seeks to justify and evaluate intervention tasks and suggests possible changes for the next cycle of intervention. 03 Mathematics education and financial literacy: A valued but vulnerable symbiosis Jennie Golding UCL Institute of Education In England the development of financial literacy and related applications features in several aspects of the intended curriculum, including, but not primarily, mathematics. We argue that the development of key mathematical concepts and of financial literacy have historically often been symbiotic and this inter-dependency is reflected in many curriculum materials. This paper draws on cross-phase classroom-close evidence collected as part of a larger study, to report changes to the preparedness of some learners for engagement with related concepts. Subsequent student and teacher interviews suggested such changes were due to both changing patterns of family life and moves towards virtual, rather than physical, currency in many communities. We discuss the significant implications for organisation of both mathematics and financial literacy curricula, and suggest some ways forward.

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