Wright, P; (2019) Visible Maths Pedagogy Project: Report from Year 2. Visible Maths Pedagogy research project: London, UK.

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Abstract

The Visible Maths Pedagogy Project continued into the second year in Stoke Newington School with the same team of researchers, Pete, Alba and Tiago (see VMP project report year 1 section 1.1). The mathematics department extended the use of mixed attainment groupings in mathematics classes into Year 8 in 2018-19, with plans to extend this to 9 in the following year. However, due to pressure from parents, a strategic decision was taken to have a top set in Year 8 with all other groups ‘mixed attainment’ (Year 7 was fully mixed attainment). The department continued to meet regularly to collaboratively plan lessons. The two teacher researchers (TRs), Alba and Tiago, focused on their Year 8 classes for the research project. There was some restructuring of the mixed attainment groups between Year 7 and Year 8, therefore the two Year 8 groups involved in the study contained some (but not all) students who were involved in the project tin the previous year. The focus of the project was the same as in the previous year, i.e. to develop strategies teachers can use to make their pedagogy more visible, and help all students recognise their intentions as teachers, when adopting progressive approaches to teaching secondary mathematics. In so doing, the project aimed to explore strategies that may be effective in reducing the large gaps in mathematics achievement existing between children from different socio-economic groups. The research questions were: • Which teaching strategies are successful in helping students develop their ability to decipher the recognition and realisation rules of the mathematics classroom? • What impact do these strategies have on students’ mathematical achievement and engagement, particularly for those from disadvantaged backgrounds? The project remained small-scale however a small grant had been secured from ‘Let Teachers Shine’ (£3000) to enable the project to continue into its second year. This grant was limited to funding the professional development aspect of the project rather than the research. The project continued to develop and refine research tools tried out in the first year with a view to generating a model that could be used by other academic and teacher researchers to transform mathematics classroom practice in other contexts. These research tools included maintaining research journals, conducting peer observations, surveys and interviews of students and using video recordings of lessons to stimulate a critical reflection on practice (video-stimulated reflection).

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