Nyama, Joyce (2021) Subjectivity and educational interventions to support the development of mathematical resilience : a study carried out at a girls’ school. PhD thesis, University of Warwick.

Preview

PDF WRAP_Theses_Nyama_2021.pdf - Submitted Version - Requires a PDF viewer. Download (6Mb) | Preview

Request Changes to record.

Abstract

Poor mathematics performance is a big issue in the UK, attributed to systemic failure (Boaler, 1997). The UK mathematics education landscape has recently increased focus on equipping students with skills for ‘solving problems in a variety of contexts, increasing sophistication and breaking down problems into a series of simpler steps to support resilient working’ (GOV.UK, n.d.). At the same time, anxiety in mathematics lessons is prevalent. This thesis explores the construct of mathematical resilience as one of the vehicles that could both deliver the UK government’s goal and enable students to manage their learning of mathematics safely. This thesis draws together two significant research areas, Q-Methodology and its subjectivity attribute and Interventions, to highlight the role of subjectivity in intervention programmes. The association between subjectivity and intervention has been lacking in mathematical resilience intervention literature so far. I used Q-Methodology to draw out students’ subjective views of themselves and their learning journey. I then used these personal views to select intervention candidates who might not be mathematically resilient. I also used these views to understand, and design, intervention strategies that I deemed could support the development of mathematical resilience in students by addressing ‘unhelpful’ subjective beliefs. Q-Methodology revealed several distinct views that I considered symptomatic of non-resilience. Subjectivity (personal viewpoint of own learning capabilities) also emerged as a key and advantageous (but often overlooked) selection criterion for intervention candidates. This study provides some useful insights, particularly into how educators might be more sensitive to students’ needs across all achievement backgrounds by taking the subjectivity approach described in this study and how learners interact with some of the proposed interventions. It also highlights how students pay attention to their relationship with mathematics in ways that might help them become more resilient. It offers a fresh insight into ‘students’ views’ in this field.

Item Type:	Thesis (PhD)
Subjects:	L Education > LB Theory and practice of education L Education > LC Special aspects of education
Library of Congress Subject Headings (LCSH):	Mathematics -- Study and teaching -- Great Britain, Math anxiety, Mathematics -- Study and teaching -- Psychological aspects, Learning, Psychology of, Girls' schools
Official Date:	April 2021
Dates:	Date Event April 2021 UNSPECIFIED
Institution:	University of Warwick
Theses Department:	Centre for Education Studies
Thesis Type:	PhD
Publication Status:	Unpublished
Supervisor(s)/Advisor:	Johnston-Wilder, Sue ; Lee, Nick, 1968-
Format of File:	pdf
Extent:	vi, 359 leaves : illustrations
Language:	eng

Request changes or add full text files to a record

Repository staff actions (login required)

View Item

Downloads