Processing and Technology of Dairy Products: A Special Issue

peer-reviewedThis is the Editorial for a Special Issue " Processing and Technology of Dairy Products

How teaching mathematics for social justice can support inclusive practices in the elementary mathematics classroom

The paper describes a project that took place in two elementary schools in London, U.K. By focusing on developing approaches to Teaching Mathematics for Social Justice (TMSJ), we identified opportunities and challenges for teaching and learning activities that promote inclusive practices and critical awareness amongst both teachers and students. By moving away from more traditional classroom practices and creating activities that were genuinely meaningful and engaging, teachers were able to engage their more ‘reluctant’ mathematics learners and students themselves became more focused and positive about themselves as mathematicians. TMSJ enabled teachers to realise the power of mathematics and to see themselves and their students as agents of change. This critical awareness provided opportunities for greater inclusion and participation

Primary school teachers tackling social justice issues through teaching mathematics

In this paper we present further findings from the Primary Maths & Social Justice research project. The aim of the project was to explore how primary school teachers can tackle social justice issues through teaching mathematics. We employed a participatory action research methodology, which is a collaborative approach that recognises the essential contributions of both academic researchers (with their previous experience of research) and teacher researchers (with their in-depth knowledge of learners) to the research process. We established a research team that held a series of meetings in which we planned, taught and evaluated a series of research lessons. We carried out a thematic analysis of the data collected from these meetings and follow-up interviews. We discuss here three themes that emerged from this analysis: students’ increasing levels of ‘socio-mathematical agency’; teachers’ reflections on enacting change through collaboration; and the impact on teachers’ practice of their developing relationships with mathematics

Creating space for socio-mathematical agency in the primary classroom

In this paper, we consider the benefits of creating space for socio-mathematical agency (SMA) for students in the primary classroom. Both curriculum constraints and a lack of time in the school day can often mean that there is little to no space for children to develop their SMA. We reported on a project that involved working with 6 teacher researchers and created space for them to collaborate, plan, deliver and reflect upon maths lessons that had social justice elements relating to the students’ lives. We found that teachers’ attitudes towards the curriculum were challenged and that they saw the benefit of SMA. During these sessions, teachers noticed a positive impact on their students who showed increased engagement as well as the ability to make links between maths and social justice issues in their lives

Primary school teachers tackling social justice issues whilst teaching mathematics:Findings from the Primary Maths & Social Justice research project

We report on initial findings from the Primary Maths and Social Justice (PMSJ) research project which we carried out in 2021-22. We adopted a model of participatory action research in working collaboratively with a team of six teacher researchers from two primary schools in Greater London. The main aims were to explore how primary school teachers can maintain and build on their initial interest in addressing social justice issues through their teaching of mathematics, and to consider how to help students develop their critical understanding of mathematics and collective mathematical agency. We present and discuss three themes that emerged from the thematic analysis of transcripts from research team meetings and interviews with the teacher researchers: teachers’ appreciation that young children can engage with mathematics and social justice; teachers’ varying and developing relationships with mathematics; and students growing appreciation of how mathematics can be used to argue collectively for change

Primary school teachers tackling social justice issues whilst teaching mathematics:Findings from the Primary Maths & Social Justice research project

We report on initial findings from the Primary Maths and Social Justice (PMSJ) research project which we carried out in 2021-22. We adopted a model of participatory action research in working collaboratively with a team of six teacher researchers from two primary schools in Greater London. The main aims were to explore how primary school teachers can maintain and build on their initial interest in addressing social justice issues through their teaching of mathematics, and to consider how to help students develop their critical understanding of mathematics and collective mathematical agency. We present and discuss three themes that emerged from the thematic analysis of transcripts from research team meetings and interviews with the teacher researchers: teachers’ appreciation that young children can engage with mathematics and social justice; teachers’ varying and developing relationships with mathematics; and students growing appreciation of how mathematics can be used to argue collectively for change

Primary school teachers tackling social justice issues through teaching mathematics

In this paper we present further findings from the Primary Maths & Social Justice research project. The aim of the project was to explore how primary school teachers can tackle social justice issues through teaching mathematics. We employed a participatory action research methodology, which is a collaborative approach that recognises the essential contributions of both academic researchers (with their previous experience of research) and teacher researchers (with their in-depth knowledge of learners) to the research process. We established a research team that held a series of meetings in which we planned, taught and evaluated a series of research lessons. We carried out a thematic analysis of the data collected from these meetings and follow-up interviews. We discuss here three themes that emerged from this analysis: students’ increasing levels of ‘socio-mathematical agency’; teachers’ reflections on enacting change through collaboration; and the impact on teachers’ practice of their developing relationships with mathematics

How teaching mathematics for social justice can support inclusive practices in the elementary mathematics classroom

The paper describes a project that took place in two elementary schools in London, U.K. By focusing on developing approaches to Teaching Mathematics for Social Justice (TMSJ), we identified opportunities and challenges for teaching and learning activities that promote inclusive practices and critical awareness amongst both teachers and students. By moving away from more traditional classroom practices and creating activities that were genuinely meaningful and engaging, teachers were able to engage their more ‘reluctant’ mathematics learners and students themselves became more focused and positive about themselves as mathematicians. TMSJ enabled teachers to realise the power of mathematics and to see themselves and their students as agents of change. This critical awareness provided opportunities for greater inclusion and participation

Creating space for socio-mathematical agency in the primary classroom

In this paper, we consider the benefits of creating space for socio-mathematical agency (SMA) for students in the primary classroom. Both curriculum constraints and a lack of time in the school day can often mean that there is little to no space for children to develop their SMA. We reported on a project that involved working with 6 teacher researchers and created space for them to collaborate, plan, deliver and reflect upon maths lessons that had social justice elements relating to the students’ lives. We found that teachers’ attitudes towards the curriculum were challenged and that they saw the benefit of SMA. During these sessions, teachers noticed a positive impact on their students who showed increased engagement as well as the ability to make links between maths and social justice issues in their lives