Margaret Walshaw

The Teacher's Role in Classroom Discourse: A Review of Recent Research Into Mathematics Classrooms

Current curriculum initiatives in mathematics call for the development of classroom communities that take communication about mathematics as a central focus. In these proposals, mathematical discourse involving explanation, argumentation, and defense of mathematical ideas becomes a defining feature of a quality classroom experience. In this article, the authors provide a comprehensive and critical review of what it is that mathematics teachers actually do to deal with classroom discourse. Synthesizing the literature around a number of key themes, the authors critically assess the kinds of human infrastructure that promote mathematical discourse in the classroom and that allow students to achieve desirable outcomes. From the findings, they conclude with implications for teachers.

Theories for studying social, political and cultural dimensions of mathematics education

In mathematics education research and practice today we notice a change in the multiplicity of approaches that allow us to widen our perspectives on diverse social, political and cultural dimensions of mathematics education. This chapter provides an overview of trends and a critical discussion of the use of theories to approach, discuss and critique research and practices in mathematics education, particularly with attention to social, political and cultural dimensions.

Mathematics education in the early years: Building bridges

Aligned with the enhanced international commitment to early childhood education, recognition of the importance of providing young children with opportunities to develop mathematical understandings and skills is increasing. While there is much research about effective mathematics pedagogy in the school sector, less research activity is evident within the early childhood sector. Focused on people, relationships and the learning environment, this article draws on a synthesis of research on effective pedagogical practices to describe effective learning communities that can enhance the development of young childrens mathematical identities and competencies. Concerned that the wider synthesis noted limited cross-sector collaboration within the mathematics education community, this article aims to act as a bridge for researchers currently working within the preschool and school sectors. The authors argue that understandings of effective pedagogies that enhance young childrens mathematics learning will benefit from more cross-sector research studies.

Identity as the Cornerstone of Quality and Equitable Mathematical Experiences

Patterns of systemic underachievement in mathematics are not easily explained by conventional liberal democratic mechanisms. I first look at this issue, drawing attention to a range of theoretical concerns that are couched within contemporary explanations of how students’ diverse sociopolitical realities impact on the types of mathematical identities and the level of mathematical proficiency offered them in the mathematics classroom. A proposal is offered that draws on the work of Lacan and focuses on the relationality of the teaching/learning encounter. No matter how this endeavour differs from proposals put forward by others, there is a consensus on the continuing political promise of the radical democratic project.

Explorations Into Pedagogy Within Mathematics Classrooms: Insights From Contemporary Inquiries

Abstract Pedagogy within mathematics classrooms is of keen interest in any educational discussion. On a wider scale, pedagogical practice that produces desirable outcomes is considered a major instrument for achieving national objectives. Circumstance and setting may vary, but the question relating to how mathematics teachers construct their practice is as relevant in the contemporary environment as it has been in the past. That question lies at the heart of this review. The review will first reflect briefly on past understandings of pedagogy within mathematics education. It will then discuss more recent work focused of pedagogy and pedagogical change that draws on poststructuralist thinking. In keeping with a poststructuralist sensibility, within these discussions the notion of teachers’ identity as key to pedagogical practice will be a central organizing principle.

Playing the game: a Bourdieuian perspective of pre-service inquiry teaching

At the heart of contemporary teaching reform initiatives is a pedagogy based around inquiry. In this paper, we explore inquiry through the efforts of one pre-service teacher, Toni, during her practicum experience in a secondary mathematics classroom. We look at the ways in which she negotiates her practice amid intersecting stories of traditional and reform movements. Drawing on aspects of Bourdieu’s social field theory, we highlight not only the tensions between two different “fields,” but also within Toni herself in her efforts to identify and become proficient with inquiry pedagogy.

Girls’ workplace destinations in a changed social landscape: girls and their mothers talk

Changes in participation and achievement patterns mark a turning point for girls in schooling and place female empowerment squarely in the public domain. Using data from a longitudinal study of girls, this paper looks at female empowerment by exploring the relationship between the production of female subjectivity and the processes operating in social spaces. Findings relating to aspirations for girls’ future careers are placed within a context of decile school ratings, and from those findings insights are offered about how the rhetoric of ‘girl power’ is lived and spoken into existence in relation to categories of social class. By examining how schooling, family and classed processes weave through hopes and dreams, the intent is to contribute towards a line of discussion about the shaping of female subjectivities.

Rethinking Affect in Education From a Societal-Historical Perspective: The Case of Mathematics Anxiety

Affect tends to be treated in educational research as a factor external to, but influencing, cognition. This is so even in those approaches that ally themselves with cultural-historical approaches that denounce the separation of affect and intellect. In this study, the authors use the case of mathematics anxiety to exhibit and exemplify the ways in which affect tends to be theorized. The authors then present the radical alternative that L. S. Vygotsky initially proposed and that was further developed by scholars that advanced his idea of unit analysis. There are several consequences for the measurement of affect and its relations to other dimensions of activity.

Planning your postgraduate research

Acknowledgments Preface 1. Introducing Research 2. Selecting a Topic, Formulating a Research Question, and Developing a Conceptual Framework 3. Gathering and Evaluating Relevant Literature 4. Writing the Literature Review 5. Defining a Research Methodology 6. Creating a Research Proposal 7. Looking Ahead to Next Steps References Index

Making a difference through mathematics educational research

The Mathematics Education Research Journal [MERJ] is, with this issue, embarking on its eighteenth year of publication. Over the years since the first issue in 1989, the journal has maintained its focus as a forum in which high quality research is presented and disseminated to readers with an interest in any aspect and level of the teaching and learning of mathematics. The journal is unique in that it accepts papers of interest to general international readership as well as those with a specific Australasian focus. It is broad in methodological focus as well as scope, accepting a wide range of research approaches. Past editors have shaped the development of the journal into the scholarly enterprise that it is today. It is important to recognise the contributions they have made, particularly at this moment when a new team is taking over editing responsibilities. It is testimony to the dedication and hard work of previous editors that MERJ has experienced a steady growth rate in interest both from subscribers and from potential authors, including those who are highly influential in their respective areas of expertise. The new team comprising myself, as editor in chief, and Gloria Stillman and Gail FitzSimons, as associate editors, is keen to build on the successes of the past. We want to ensure that the journal will continue to exemplify the hallmarks of a scholarly journal. While we are particularly interested in reflecting the journals special Australasian character, at the same time we would also want to recognise the journals ever-increasing international readership and the growing number of submissions received from authors based beyond Australasia. The mix of the journals Editorial Board lends support to the journals national standing as well as its international significance. As we begin a new phase in the journal it is important to reiterate that the journal publishes research that investigates the real experiences of the mathematical education communities in which people live and learn. Some of those studies are large and others are small-scale. Whatever the size or approach, the projects have been undertaken because researchers are trying to make sense of the mathematics that is going on in centres, classrooms, schools, universities, workplaces and elsewhere. In documenting and analysing educational experiences, they are attempting to fathom out what makes a mathematics experience meaningful and trying to understand how mathematics is lived. They draw on theories to provide explanation, as they grapple with the reality of interpreting uncertainties and tensions in what they observe and hear. All do