Wright, P;
Fejzo, A;
Carvalho, T;
(2021)
Progressive pedagogies made visible: Implications for equitable mathematics teaching.
Curriculum Journal
10.1002/curj.122.
(In press).
Preview |
Text
Wright_curj.122.pdf - Published Version Download (448kB) | Preview |
Abstract
This paper makes a significant contribution to contemporary debates over the direction curriculum reforms should take. It challenges claims that progressive pedagogies can exclude disadvantaged learners from gaining access to powerful knowledge and argues that greater attention needs to be given to learner agency and subject didactics. It reports on the findings from the Visible Maths Pedagogy research project, which aimed to develop and evaluate strategies for making progressive pedagogies more visible to mathematics learners. Evidence collected from student surveys and interviews suggests that these novel strategies were successful in heightening students’ appreciation of the teacher’s pedagogic rationale for employing progressive teaching approaches. They appeared to have a positive impact on students’ mathematical engagement and awareness of how to achieve success in the secondary school mathematics classroom, particularly for those from disadvantaged backgrounds. The findings highlight the potential of progressive pedagogies made visible for establishing an alternative didactic situation based on socio-mathematical norms associated with ‘sense-making’, rather than ‘answer-getting’, which can help develop students’ individual and collective agency. We argue that such a didactic situation offers a pathway towards a more equitable mathematics curriculum, that enables wider access to powerful knowledge, and which forms an integral part of a school curriculum designed to address the environmental, economic and social challenges currently faced by our global society.
| Type: | Article |
|---|---|
| Title: | Progressive pedagogies made visible: Implications for equitable mathematics teaching |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1002/curj.122 |
| Publisher version: | https://doi.org/10.1002/curj.122 |
| Language: | English |
| Additional information: | © 2021 The Authors. The Curriculum Journal published by John Wiley & Sons Ltd on behalf of British Educational Research Association This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited. |
| Keywords: | Progressive pedagogy, visible pedagogy, pedagogic rationale, powerful knowledge |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10131861 |
Archive Staff Only
 |
View Item |
