Workshop - 13 March 2019

2pm Ben Davies, Loughborough University, 3pm Reading groups, 4pm Lulu Healy, Kings College London.

2pm Ben Davies, Loughborough University - Comparative judgment and proof comprehension

Proof is a famously difficult aspect of mathematics for students at all levels. Yet, despite its importance, relatively little research has focused on generating reliable and valid measures of proof comprehension. In this talk, I present research using a comparative judgment-based approach to assess students’ summaries of a proof demonstrating the uncountability of the open unit interval. I will present three studies, conducted as part of my PhD thesis, aimed at understanding the value of comparative judgment in this context.

3pm Reading Groups

  • Wong & Szuecs (2013) "Single-digit Arabic numbers do not automatically activate numeral representations in adults or in children"
  • Rohrer, Dedrick & Stershic (2015) "Interleaved Practice Improves Mathematics Learning"

4pm Lulu Healy, Kings College London - Seeing, hearing, touching and thinking mathematically: towards an inclusive school mathematics

This talk will centre upon an ongoing research programme that seeks to challenge discriminatory visions of students’ potential for mathematics learning that are based on ableist assumptions about human bodies and to contribute to the building of a more inclusive school mathematics. The research programme has its roots in a network of small-scale local collaborations between teachers and researchers, which have (and are) collectively contributing to building understandings of how mathematics learning is enabled and constrained both by aspects related to the configurations of different human bodies and by socio-politic aspects, which govern the institutional and discursive norms that also shape the experiences of learners and their teachers. It will present examples from the three complementary strands of the research programme: understanding how the forms in which student interact with mathematics differentially mediate their activities, participation and learning; explorations of how as teachers we might recognise and legitimise mathematics even when it expressed in unconventional forms; and the design of inclusive learning scenarios designed to respect student diversity. By reflecting on these examples, participants will be invited to consider if and how the hegemonic use of mediational tools designed with some notion of an ideal or normal body in mind, contributes to the disabling – even exclusion – of learners who inhabit what come to be labelled as deficient or deviant bodies, what inclusive tools and pedagogies might look like, as well as how existing school structures continue to marginalise, penalise and discriminate against many mathematics learners.

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