[Maths-Education] Re: Research and teacher practices for 'working class' underachievement in secondary mathematics

[Stuart Rowlands]

Dear Philip,

When I was a teacher many years ago I found that many working class underachievers were in fact very bright and able to do the maths - they just didn't have a stake in the system. Today it is worse - teachers tend to teach to the test but if pupils don't care for paper qualifications then there is no motivation to succeed, despite their potential to do well. 

This is not a sociological problem as such. If we can captivate and engage them then they will do well. Research has shown that nearly all pupils have the ability to do well, but that ability can only develop through intrinsic motivation, but continual testing has more to do extrinsic motivation. The only sociology that is relevant here is the educational system itself and this has nothing to do with the pupils as such. 

If I was taught the National Curriculum then I would certainly be a bad boy. The only way a teacher can break through the negative identity of many pupils begins by teaching mathematics that can captivate them - the NC does not do this, nor does a battery of tests. 

Stuart

-----Original Message-----
From: maths-education-bounces at lists.nottingham.ac.uk [mailto:maths-education-bounces at lists.nottingham.ac.uk] On Behalf Of Phillip Kent
Sent: 18 February 2011 14:08
To: maths-education
Subject: [Maths-Education] Research and teacher practices for 'working class' underachievement in secondary mathematics

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Dear colleagues,

I'd appreciate some pointers to research and guidance on dealing with
the problem of 'working class' underachievement in maths in secondary
school. I realise there is a huge literature on this, in terms of
statistical analysis on the existence of the problem, sociological-type
analysis of classroom behaviours (a la Bernstein, etc), and research on
teachers' beliefs about 'ability' and so on.

However, I'm specifically interested in any research/guidance about what
is effective for maths teachers to do in practice in classrooms. There
is a very familiar type of student who for 'social' reasons comes to
construct for him or herself an identity as someone who 'can't do
maths', which is not related to his or her actual mathematical
potential. Then how should the teacher break through this identity to
tap into the actual potential and interest? 

Perhaps I am wrong to see this as essentially a problem of 'class'. Any
thoughts welcome.

- Phillip

-- 
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Dr Phillip Kent, London, UK
mathematics  education  technology  research
phillip.kent at gmail.com  mobile: 07950 952034
www.phillipkent.net
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