Kelly, Joel; Hilton, Caroline; Wright, Pete; (2023) Creating space for socio-mathematical agency in the primary classroom. In: Drijvers, Paul and Csapodi, Csaba and Palmér, Hanna and Gosztonyi, Katalin and Herendiné-Kónya, Eszter, (eds.) Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). (pp. pp. 3594-3601). Alfréd Rényi Institute of Mathematics and ERME: Budapest, Hungary.

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Abstract

In this paper, we consider the benefits of creating space for socio-mathematical agency (SMA) for students in the primary classroom. Both a lack of time in the school day and curriculum constraints can often mean that there is little to no space for children to develop their SMA in the primary mathematics classroom. We report 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 the 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 levels of engagement as well as the ability to make links between maths and the social justice issues in their lives.

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