Conducting and communicating classroom-close research that makes an impact
Date
2019
Authors
Dr Jennie, Golding
Journal Title
Journal ISSN
Volume Title
Publisher
Strathmore University
Abstract
These two sessions will complement Professor Jaworskis by focusing on two strands in research
on mathematics teaching and learning:
>As an insider in ones own institution, whether school, college or university
>As an outsider and guest in other classrooms.
At least the first is likely to be quite small-scale — but it can still have impact.
Throughout, I hope we can all benefit by drawing on participants own experiences.
In Session 1 we shall consider the rationale and audience for such research, its
potential and limitations, and the implications of those for research planning and
structure. I shall share my experiences and some of my learning from studies of
both kinds, and participants will work in small groups to analyse the issues in
relation to research they are doing, or would like to do. The particular methods
adopted will depend on the context and research questions, but for all of them,
ethics are key, so we shall work together to analyse the ethical and practical
challenges associated with such work.
In Session 2 we shall first consider the challenges associated with being an insider
researcher. We shall then focus on the theoretical framings and tools that can be
used to analyse and interpret classroom-close research, considering the ways those
can be used to make meaning of a range of (often subjective) data and relate
findings to existing literature. We shall also discuss means and benefits of
developing interpretation collaboratively, including with participants. The second
part of the session will focus on the purposes and form of dissemination: how can
we communicate our findings to the range of audience we would want to know
about them?
Description
Paper presented at the 5th Strathmore International Mathematics Conference (SIMC 2019), 12 - 16 August 2019, Strathmore University, Nairobi, Kenya