Barnecutt, Jessica; (2022) Exploring student perspectives of Mathematical Project Based Learning. Doctoral thesis (Ed.D), UCL (University College London).

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Abstract

The thesis reports on a real-world enactment of teacher-initiated Mathematical Project Based Learning (MaPBL) by teachers and students in one school in the UK. The thesis aims to illuminate our understanding of the relationship between these 12-15-year-old students’ attitudes to mathematics and MaPBL, of the challenges they faced and the pedagogical strategies they perceived supportive, when leading their own learning during MaPBL. The study was conducted in an East London secondary school, which serves a community of high deprivation, whose dominant cultural background is British Bengali. It contributes to our understanding of some tensions, inherent in young people who live in an intersection of cultures, when learning mathematics in such ways. The research adopted a constructivist grounded approach. Data were collected through lesson observations, student focus groups and surveys, and a teacher workshop and interview. The Covid-19 pandemic and national lockdowns impacted data collection: the study was more exploratory than originally envisaged. Two theoretical lenses, activity theory and complexity thinking, were employed to illuminate interpretation of the data. The study offers a unique contribution in privileging student voice. It found that, in contrast to some existing literature, students’ attitudes towards MaPBL, and the level of embraced autonomy, varied significantly with the nature of the projects, the actions of the teacher, and the beliefs of the students. Much literature discusses the outcomes of MaPBL on students’ affective traits and skills. This study offers a unique contribution to knowledge in suggesting that students require a variety of affective traits and skills before they can embark on MaPBL productively– but it is then very much worth doing. These include: self-efficacy, resilience, motivation, a relational vision of mathematics, self-regulated learning and working collaboratively. The thesis evidences pedagogical strategies that were perceived to support affective traits and skills. The study has implications for teachers and researchers wishing to work with a similar approach. Additionally, in line with the aims of a professional doctorate, there has been a symbiotic relationship between the research and my professional work.

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