Is Mathematics T.I.R.E.D? A Profile of Quiet Disaffection in the Secondary Mathematics Classroom

Abstract

Research often focuses on disaffection in the mathematics classroom as evident in disruptive behaviour, absenteeism or special needs: thus, it ignores a group of students whose disaffection is expressed in a tacit, non-disruptive manner, namely as disengagement and invisibility. Ignoring this often large group implies that the mathematical potential of these learners may remain defunct. This article reports on a one-year study of quiet disaffection conducted in three Year 9 mathematics classrooms in Norfolk. Through extensive observation and interviewing of seventy 13/14 year-old pupils, a profile of quiet disaffection from secondary school mathematics was constructed. It is proposed that its characteristics include: Tedium, Isolation, Rote learning (rule-and-cue following), Elitism and Depersonalisation. The proposed characteristics are described and exemplified. Finally, the themes that emerged from the students' statements about their images of effective mathematics teaching (Nature of Classroom Activities - the notion of 'Fun', Teaching Styles; Role of the Teacher; Role of Stratification Structures such as Setting) are outlined

“I would rather die”: reasons given by 16-year-olds for not continuing their study of mathematics

“…Osborne et al (1997), in a comprehensive research review of participation in STEM subjects, reported that the main reasons why students chose to discontinue their study of mathematics were that it is perceived to be 'hard ', 'boring' and 'useless'. This is consistent with findings from more recent studies about attitudes (e.g., Nardi and Steward 2003;Kyriacou and Goulding 2006). Osborne et al also highlighted the case of girls, whose participation was and continues to be significantly lower than that of boys, in spite of similar attainment at age 16.…”

“…While they resonate with Nardi and Steward's (2003) findings of numb disinterest and disengagement from mathematics, our written responses were often charged with emotion:…”

“…However, the greatest potential for increase comes from those predicted at grades B and C, where there is a significant drop in both the percentage considering, and in the proportion of those who considered who expressed a firm intention to continue. To relate this data to the cohort, about 93% are entered for mathematics GCSE, and in 2005, of those entered, 4% received grade A*, 9% grade A, 18% grade B and 23% grade C. Matthews and Pepper (2007) note that in terms of recruitment, mathematics A-level students have the highest mean GCSE score of all major subjects, and that in 2005/6, 78% of them had a grade A or A* in GCSE Mathematics, while only 19% had B and 3%, C. They relate the drop at grade B to both the policies of schools and colleges in accepting students (although they found that the majority do accept grade B), and in the perception of students that mathematics is only for a 'clever core' (Matthews and Pepper 2005) or an 'elite' (Nardi and Steward 2003). Table 2 indicates categories of reasons given for not considering taking up mathematics by students at each grade.…”

“…In doing this there are warnings from Nardi and Steward (2003) and Bibby (in press) that trying to protect students from challenge is more likely to result in boredom than in positive engagement and attitudes. Trying to take the challenging sting out of mathematics is neither possible nor desirable: challenge and confidence will always be in tension, with no resolution.…”

Ecologies of participation in school classrooms

“…Usual school mathematics refers to the pervasive form in which mathematics has been and continues to be taught in schools in the UK (Boaler, 1997a(Boaler, ,1999(Boaler, , 2000Boaler & Greeno, 2002;Boaler, Wiliam & Zevenbergen, 2000;Boylan, 2004;Cotton, 1998;Ernest, 1998;Mendick, 2006;Nardi & Steward, 2003) and, in spite of the recent reform movement, in the US (Anderson, 1997;Cobb, Wood, Yackel, & McNeal, 1992;Gregg, 1995;Stigler & Hiebert, 1997). Many aspects of usual school mathematics are common features of the way mathematics is taught in schools elsewhere.…”