Whose Mathematics?Whose Curriculum?

Morwenna Griffiths, Sheila Hamilton & Tom Macintyre

University of Edinburgh

Curricular focus

Exploratory study to investigate possible factors related to participation levels and success rates within mathematical studies –patterns of inclusion or exclusion?

Scottish context

Guidelines and Arrangements– A Curriculum Framework for Children 3-5– Mathematics 5-14 Guidelines– Standard Grade Arrangements (14-16)– National Qualification Arrangements (14-18)

Curriculum review– A Curriculum for Excellence (ACE)– 3-18 Curriculum … beyond subjects

Whose mathematics?

Functional mathematics?

Abstract mathematics?

Text book mathematics?

Whose Curriculum?

Text books as an interpretation of the curriculum

Framing the curriculum (Bernstein)

Cross-curricular responsibility for Numeracy within GTCS’ Standards:

1.1.2 Registered teachers have sufficient knowledge and understanding to fulfil their responsibilities in respect of literacy and numeracy

Methodological approach: Discourse theory

‘Suspend your belief in the innocence of words and the transparency of language as a window on an objectively graspable reality.’

Maggie Maclure (2003) Discourse in Educational and Social Research, Open University Press.

Content analysis – a more linguistic approach

Deconstruction – a more discursive approach

A provisional and constructive epistemology… using two methods, each in conversation with the other.

1: An analysis of text books

Are learners able to see self or their interests represented within the text book?

2: Interviews with teacher educators

2.1 How do a range of curriculum specialists in secondary

teacher education perceive mathematics and people who can do maths?

2.2 How do they see the overlap of their subject with the mathematics curriculum?

Analysis of textbooks

Am I represented? Are my interests represented?

Broad political categories:gender, race, social class, sexuality (LGBT), special needs

Other self-identifications related to inclusion or exclusion:cool, nerdy, logical, expressive, creative, clever

Pilot study with Scottish publications for years 10-12

Nelson Blackie (Blackie-Chambers)Mathematics in Action 3B & 4B

TeeJay PublishersGeneral Maths 3G & 4GInt-2-Credit Mathematics Book 1 & Book 2

(1) Analysis of textbooks

Presentation & style

• Text – Spacing & style– Colour/ B&W– Language

• Images– Cartoon characters– Clip Art– Photographs of real people/ artefacts

Gender

Do they favour boys rather than girls? How stereotypical? Is the textbook gender neutral? Are there appropriate male and female role models? What careers/ occupations are represented?

Other identity criteria

• Ethnicity

• Disability

• Sexual orientation

• Social class

Questions for further discussion

•What do the two textbooks say about appealing to young people in general across ability ranges? •Would ‘creative’ and ‘expressive’ people prefer coloured fonts and better layout?•Does clip art imagery detract the gifted and talented from the job in hand and is it viewed as tokenistic?•What part do textbooks play in overall experience of studying mathematics and ‘framing’ of the curriculum?

(2) Interviews

ART

Money. Pure algebra, Pure number.Basic geometric shapes, squares, trianglesSpace, position and movement Space, time, Tessellations, Repeating patterns; half drop repeats, Weighing and working out the proportionsMeasurement, Shape and proportions

TECHNOLOGY

NumbersNumerical problem solvingMillimetres, centimetres Scale, dimension, form,Co-ordinates. Three dimensional co-ordinatesCycles, time Simultaneous equationsAlgebraBoolean algebra equationsGeometry, Pythagoras, Load extensions, graphsResolving forces, force networksNets

PEOPLE WHO CAN DO MATHS/MATHEMATICIANS –

ARTLogical. Logical thinkers, perhaps absolutist.

TECHNOLOGYMe because I have an engineering backgroundpeople who want to understand more about the world around them. [There is] mathematics for thinkers and mathematics for doers.Vocational maths I suppose would be engineering.

Questions

• Should maths textbooks make the links with other areas of the curriculum as well as with the so-called real world?

• Is the emphasis on functionality missing the point? Neither art nor English are functional – but they are popular subjects.