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Algebra for all? Exploring professional development in mathematics teaching during Covid-19

Helen Lewis Orcid Logo, Libby Chancer, Jo Jones, Peter Cooksley, Alex Parry, Rebecca Hennessey

International Professional Development Association Annual Conference

Swansea University Authors: Helen Lewis Orcid Logo, Libby Chancer

Abstract

This presentation explores the experiences of primary and secondary teachers undertaking professional learning in Wales during the Covid-19 pandemic.The focus was on exploring the teaching of algebraic reasoning. Within the literature there is debate regarding the teaching of algebra: 'some edu...

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Published in: International Professional Development Association Annual Conference
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URI: https://cronfa.swan.ac.uk/Record/cronfa57879
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first_indexed 2021-09-14T07:51:17Z
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fullrecord <?xml version="1.0"?><rfc1807><datestamp>2021-09-28T15:48:20.9107734</datestamp><bib-version>v2</bib-version><id>57879</id><entry>2021-09-14</entry><title>Algebra for all? Exploring professional development in mathematics teaching during Covid-19</title><swanseaauthors><author><sid>daebf144a10dc3164bff6ec1800d66d3</sid><ORCID>0000-0003-4329-913X</ORCID><firstname>Helen</firstname><surname>Lewis</surname><name>Helen Lewis</name><active>true</active><ethesisStudent>false</ethesisStudent></author><author><sid>ca4f1887db2806a0ad8e34074913a1f0</sid><firstname>Libby</firstname><surname>Chancer</surname><name>Libby Chancer</name><active>true</active><ethesisStudent>false</ethesisStudent></author></swanseaauthors><date>2021-09-14</date><deptcode>EDUC</deptcode><abstract>This presentation explores the experiences of primary and secondary teachers undertaking professional learning in Wales during the Covid-19 pandemic.The focus was on exploring the teaching of algebraic reasoning. Within the literature there is debate regarding the teaching of algebra: 'some educators believe in "algebra for all," they question what constitutes the algebra everyone must take and how it can be delivered to all students. Others believe that algebra, like college, is not for everyone' (Morgatto, 2008:215).However, there is agreement that professional development for teachers regarding both mathematics content and instructional techniques is paramount. Although many children are inherently curious about mathematics when they enter school, most do not maintain this curiosity because problems are not always presented in a way that resonates with their lived experiences. Indeed, to maintain motivation children need access and opportunity in mathematics to solve problems that are important to them (Weissglass, 2001).This project allowed the teachers time to discuss, reflect and explore their teaching. Undertaking this project during Covid-19 offered opportunities to reframe and rethink what mattered to them in terms of professional learning. We hear from the teachers as they reflect on their experiences and the impact that this will have on their pupils and on their future engagement with professional learning.Morgatto, S. (2008). Should All Students Be Required to Take Algebra? Are Any Two Snowflakes Alike? The Clearing House, 81(5), 215-217. Retrieved July 31, 2021http://www.jstor.org/stable/30189996 Weissglass, J. (2001). In focus... inequity in mathematics education The Mathematics Educator, 12(2).</abstract><type>Conference Paper/Proceeding/Abstract</type><journal>International Professional Development Association Annual Conference</journal><volume/><journalNumber/><paginationStart/><paginationEnd/><publisher/><placeOfPublication/><isbnPrint/><isbnElectronic/><issnPrint/><issnElectronic/><keywords/><publishedDay>0</publishedDay><publishedMonth>0</publishedMonth><publishedYear>0</publishedYear><publishedDate>0001-01-01</publishedDate><doi/><url/><notes/><college>COLLEGE NANME</college><department>Education</department><CollegeCode>COLLEGE CODE</CollegeCode><DepartmentCode>EDUC</DepartmentCode><institution>Swansea University</institution><apcterm/><lastEdited>2021-09-28T15:48:20.9107734</lastEdited><Created>2021-09-14T08:45:56.4175135</Created><path><level id="1">Faculty of Humanities and Social Sciences</level><level id="2">School of Social Sciences - Education and Childhood Studies</level></path><authors><author><firstname>Helen</firstname><surname>Lewis</surname><orcid>0000-0003-4329-913X</orcid><order>1</order></author><author><firstname>Libby</firstname><surname>Chancer</surname><order>2</order></author><author><firstname>Jo</firstname><surname>Jones</surname><order>3</order></author><author><firstname>Peter</firstname><surname>Cooksley</surname><order>4</order></author><author><firstname>Alex</firstname><surname>Parry</surname><order>5</order></author><author><firstname>Rebecca</firstname><surname>Hennessey</surname><order>6</order></author></authors><documents/><OutputDurs/></rfc1807>
spelling 2021-09-28T15:48:20.9107734 v2 57879 2021-09-14 Algebra for all? Exploring professional development in mathematics teaching during Covid-19 daebf144a10dc3164bff6ec1800d66d3 0000-0003-4329-913X Helen Lewis Helen Lewis true false ca4f1887db2806a0ad8e34074913a1f0 Libby Chancer Libby Chancer true false 2021-09-14 EDUC This presentation explores the experiences of primary and secondary teachers undertaking professional learning in Wales during the Covid-19 pandemic.The focus was on exploring the teaching of algebraic reasoning. Within the literature there is debate regarding the teaching of algebra: 'some educators believe in "algebra for all," they question what constitutes the algebra everyone must take and how it can be delivered to all students. Others believe that algebra, like college, is not for everyone' (Morgatto, 2008:215).However, there is agreement that professional development for teachers regarding both mathematics content and instructional techniques is paramount. Although many children are inherently curious about mathematics when they enter school, most do not maintain this curiosity because problems are not always presented in a way that resonates with their lived experiences. Indeed, to maintain motivation children need access and opportunity in mathematics to solve problems that are important to them (Weissglass, 2001).This project allowed the teachers time to discuss, reflect and explore their teaching. Undertaking this project during Covid-19 offered opportunities to reframe and rethink what mattered to them in terms of professional learning. We hear from the teachers as they reflect on their experiences and the impact that this will have on their pupils and on their future engagement with professional learning.Morgatto, S. (2008). Should All Students Be Required to Take Algebra? Are Any Two Snowflakes Alike? The Clearing House, 81(5), 215-217. Retrieved July 31, 2021http://www.jstor.org/stable/30189996 Weissglass, J. (2001). In focus... inequity in mathematics education The Mathematics Educator, 12(2). Conference Paper/Proceeding/Abstract International Professional Development Association Annual Conference 0 0 0 0001-01-01 COLLEGE NANME Education COLLEGE CODE EDUC Swansea University 2021-09-28T15:48:20.9107734 2021-09-14T08:45:56.4175135 Faculty of Humanities and Social Sciences School of Social Sciences - Education and Childhood Studies Helen Lewis 0000-0003-4329-913X 1 Libby Chancer 2 Jo Jones 3 Peter Cooksley 4 Alex Parry 5 Rebecca Hennessey 6
title Algebra for all? Exploring professional development in mathematics teaching during Covid-19
spellingShingle Algebra for all? Exploring professional development in mathematics teaching during Covid-19
Helen Lewis
Libby Chancer
title_short Algebra for all? Exploring professional development in mathematics teaching during Covid-19
title_full Algebra for all? Exploring professional development in mathematics teaching during Covid-19
title_fullStr Algebra for all? Exploring professional development in mathematics teaching during Covid-19
title_full_unstemmed Algebra for all? Exploring professional development in mathematics teaching during Covid-19
title_sort Algebra for all? Exploring professional development in mathematics teaching during Covid-19
author_id_str_mv daebf144a10dc3164bff6ec1800d66d3
ca4f1887db2806a0ad8e34074913a1f0
author_id_fullname_str_mv daebf144a10dc3164bff6ec1800d66d3_***_Helen Lewis
ca4f1887db2806a0ad8e34074913a1f0_***_Libby Chancer
author Helen Lewis
Libby Chancer
author2 Helen Lewis
Libby Chancer
Jo Jones
Peter Cooksley
Alex Parry
Rebecca Hennessey
format Conference Paper/Proceeding/Abstract
container_title International Professional Development Association Annual Conference
institution Swansea University
college_str Faculty of Humanities and Social Sciences
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hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Social Sciences - Education and Childhood Studies{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Education and Childhood Studies
document_store_str 0
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description This presentation explores the experiences of primary and secondary teachers undertaking professional learning in Wales during the Covid-19 pandemic.The focus was on exploring the teaching of algebraic reasoning. Within the literature there is debate regarding the teaching of algebra: 'some educators believe in "algebra for all," they question what constitutes the algebra everyone must take and how it can be delivered to all students. Others believe that algebra, like college, is not for everyone' (Morgatto, 2008:215).However, there is agreement that professional development for teachers regarding both mathematics content and instructional techniques is paramount. Although many children are inherently curious about mathematics when they enter school, most do not maintain this curiosity because problems are not always presented in a way that resonates with their lived experiences. Indeed, to maintain motivation children need access and opportunity in mathematics to solve problems that are important to them (Weissglass, 2001).This project allowed the teachers time to discuss, reflect and explore their teaching. Undertaking this project during Covid-19 offered opportunities to reframe and rethink what mattered to them in terms of professional learning. We hear from the teachers as they reflect on their experiences and the impact that this will have on their pupils and on their future engagement with professional learning.Morgatto, S. (2008). Should All Students Be Required to Take Algebra? Are Any Two Snowflakes Alike? The Clearing House, 81(5), 215-217. Retrieved July 31, 2021http://www.jstor.org/stable/30189996 Weissglass, J. (2001). In focus... inequity in mathematics education The Mathematics Educator, 12(2).
published_date 0001-01-01T04:13:56Z
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score 11.01753

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