Supporting Diverse Approaches to Meaningful Mathematics: From Obstacles to Opportunities

Finesilver, Carla; Healy, Lulú; Bauer, Ann M.

doi:10.1007/978-3-030-95216-7_8

Cited by 2 publications

(3 citation statements)

References 22 publications

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“…Appropriating this to Vygotsky's (1923/1993) theory, after Finesilver et al . (2022), we suggest students with SEND may learn and express themselves ‘in another way, by another course, by other means’ (Vygotsky, 1923/1993, p. 34).…”

Section: Literature Reviewmentioning

confidence: 94%

“…If, as Jordan and Stanovich (2004) explain, a teacher's beliefs about knowledge are underpinned by the norms of a school culture, then as Griffiths (2020) identifies, teachers might not recognise the abilities of students who are considered neurodivergent. Teachers' beliefs and judgements may well be skewed by what the ‘norm’ is perceived to be and face structural and societal pressures to uphold the façade of a curriculum for the ‘imagined typical student’ (Finesilver et al ., 2022, p. 161).…”

Section: Literature Reviewmentioning

confidence: 99%

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An exploration of arts teachers' beliefs and judgements concerning students with SEND

Thompson¹,

Finesilver²,

Jones³

2023

Support for Learning

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There is little research addressing teachers' beliefs and judgements concerning students with identified Special Educational Needs and/or Disabilities (SEND), a group which is regularly cited as experiencing disadvantages in their schooling compared to peers. This paper draws on research which examined the beliefs and judgements of a set of arts teachers in an English secondary school regarding their students with SEND. Data were collected using observation, semi‐structured and stimulated recall interviews. Phenomenological analysis uncovered patterns of tension in these beliefs and judgements. Teachers were able to consider some of the interactions between their students' individual characteristics and the classroom environment, and the ways these might give rise to certain educational needs; they also believed their subjects were singularly inclusive in providing for diverse needs. Nonetheless, traditional systems of educational assessment significantly affected what is judged ‘successful’ learning, which teachers tended to negatively associate with SEND. We conclude that deficit thinking about the educational capacities of students with SEND underlies teachers' judgements. Nevertheless, teachers do believe there are many ways for students to participate meaningfully, articulate and demonstrate understanding in arts subjects, which have the potential to challenge traditional notions of ‘success’.

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Section: Literature Reviewmentioning

confidence: 94%

Section: Literature Reviewmentioning

confidence: 99%

An exploration of arts teachers' beliefs and judgements concerning students with SEND

Thompson¹,

Finesilver²,

Jones³

2023

Support for Learning

Self Cite

View full text Add to dashboard Cite

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“…Numerous studies reported findings on learning obstacles faced by students in mastering mathematics including engineering mathematics (Kashefi et al, 2012;Finesilver et al, 2022). The learning obstacles listed in the studies are such as: students focus on routine and procedural techniques rather than conceptual understanding, confuse in the specific mathematical concepts, do not treat mathematics as a priority, lack of proper learning styles, students do not understand basic mathematics skills, do not recall knowledge fact and facing problem in solving non-routine questions.…”

Section: Literature Reviewmentioning

confidence: 99%

A FUYOH-MATH Strategy via Mnemonic Technique for Engineering Mathematics Learning

Ng¹,

Tukiman²,

Mohamad³

2023

IJARPED

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This paper examines mathematics learning strategy to solve mathematics problem. Whenever engineering students are given difficult or non-routine mathematics problems, their lack of confidence or insufficient proper learning strategy are some of the factors causing them to give up easily on solving the problems. The objectives of this paper are to develop an innovative mathematics learning strategy named as FUYOH-MATH via mnemonic technique and to adopt the learning strategy in mathematics learning through examples. FUYOH-MATH was created by combining "MATHEMATICS" and a Malaysian localized slang "FUYOH" that is well-known by most people including youth in Malaysia. The FUYOH-MATH strategy is formed by mnemonic technique by taking the first letters of the four elements namely (1) F: Fundamental formula learning, (2) U: Understand formula, (3) M: Memorize formula, (4) A: Apply formula. The strategy is illustrated by two examples including learning a simple elementary Algebra topic and solving a complex Ordinary Differential Equation. The learning strategy and the examples presented in this paper could serve as a reference for other mathematics learners and educators in enhancing classroom mathematical learning. The development of this learning strategy contributes to the mathematics learning pedagogy in empowering student's mathematics learning skill.

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Supporting Diverse Approaches to Meaningful Mathematics: From Obstacles to Opportunities

Cited by 2 publications

References 22 publications

An exploration of arts teachers' beliefs and judgements concerning students with SEND

An exploration of arts teachers' beliefs and judgements concerning students with SEND

A FUYOH-MATH Strategy via Mnemonic Technique for Engineering Mathematics Learning

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