Re-enfranchising Mathematically-alienated Students: Teacher and Tutor Perceptions of the Getting Ready in Numeracy (G.R.I.N.) Program

Abstract

This paper outlines a tutoring initiative intended to re-engage students who have become alienated from mathematics class at school. The initiative is focused on priming students for their subsequent mathematics lessons, and is referred to as "Getting Ready in Numeracy" (G.R.I.N.). Following a discussion outlining the principles of G.R.I.N., data from interviews with G.R.I.N. tutors and classroom teachers are presented. Findings suggest that participating in G.R.I.N. enhanced student engagement in mathematics and helped foster a growth mindset. Analysis of interviews also revealed some of the challenges associated with the initiative, in particular, issues relating to communication and coordination, such as: understanding the purpose of G.R.I.N., timetabling, planning and having sufficient students in the target group. In addition, in some instances, tensions between the professional and pedagogical expertise of the G.R.I.N. tutor and classroom teacher required navigation. Recommendations for mitigating these challenges and tensions are put forward, all of which are reliant on strong leadership and support for the program at the school level.

Exploring Educator Values Alignment Strategies in an Intervention Context: The Emergence of the Beacon Strategy

“…G.R.I.N. primarily targets students who are in the 20th to 40th percentile in terms of their current mathematics performance, and in particular, the subset of students within this group who appear disengaged in mathematics classes due to confusion or a lack of understanding of key ideas (Kalogeropoulos et al, 2020). Students attend at least three G.R.I.N.…”

“…program to work effectively, it requires careful coordination and collaborative planning between the students’ G.R.I.N. tutor and the classroom mathematics teacher (Kalogeropoulos et al, 2020). Readers wishing to learn more about the G.R.I.N.…”

Effectively Utilising Teaching Assistants to Support Mathematics Learning: Some Insights from the Getting Reading in Numeracy (G.R.I.N.) Program

“…Schools are encouraged to try and select students who can realistically 'catch-up' to their peers through the duration of their participation (which is generally 6 to 12 months). Consequently, schools are encouraged to try and recruit students achieving in the second bottom quintile, whose lack of engagement in mathematics appears to arise from confusion with the content (Kalogeropoulos et al, 2020). For a more detailed discussion unpacking the mechanics of the G.R.I.N.…”

“…For a more detailed discussion unpacking the mechanics of the G.R.I.N. program and the rationale underpinning it, see Kalogeropoulos et al, (2020).…”

“…program focused on the perceptions of G.R.I.N. from the perspective of tutors and teachers to examine the successes and challenges of the program in terms of re-engaging previously disengaged students with their mathematics learning (Kalogeropoulos et al, 2020). The current study is part of a larger, design-based research project tasked with inquiring into the relationships between the appointed G.R.I.N.…”