A qualitative study exploring how low-attaining, socially-disadvantaged children in year three dialogue about their mathematical learning

Vasquez, Ruth (2023). A qualitative study exploring how low-attaining, socially-disadvantaged children in year three dialogue about their mathematical learning. Student dissertation for The Open University module E822 Masters multi-disciplinary dissertation: education, childhood and youth.

This dissertation was produced by a student studying the Open University module E822 Masters multi-disciplinary dissertation: education, childhood and youth. The research showcased here achieved a Distinction.
Please note that this student dissertation is made available in the format that it was submitted for examination, thus the author has not been able to correct errors and/or departures from academic standards in areas such as referencing.
Copyright resides with the author.

DOI: https://doi.org/10.21954/ou.ro.000175bd

Abstract

This research draws on dialogic and participatory theories of learning. This is presented as a more socially-just classroom environment for low-attaining, socially-disadvantaged learners in mathematics, challenging accepted deficit thinking about their potential. Dialogic participation, the recognition of personal mathematical ‘funds’ and innate mathematical wiring, are argued for as key to developing mathematical aptitude and positive learner identity. A qualitative, ethnographic approach has been chosen to observe dialogue from low-attaining, socially-disadvantaged learners as a first step towards promoting awareness of their mathematical engagement. This is to inform practice and provide recommendations for a more socially-just learning environment.