Teacher and researcher knowledge exchange: Applying design principles from research to enhance language for mathematics learning
Written by: Nathan Barker and Jo Skelton
4 min read
NATHAN BARKER, TEACHER OF MATHEMATICS, HAUTLIEU SCHOOL, JERSEY
JO SKELTON, SENIOR LECTURER IN PRIMARY MATHEMATICS EDUCATION AND SCHOOL LIAISON, OXFORD BROOKES UNIVERSITY, UK
Where can a classroom teacher start to interact with educational research?
In my own classroom and across the mathematics department, there was a trend in students being unable to use mathematical language correctly and a reluctance to engage with mathematical discourse. The educational research landscape is vast, and as a classroom practitioner, it can be hard to sift through this information to find something that not only is relevant but that can also be used in the classroom to support practice change or provide supporting structures for students (Walker et al., 2019).
One way to home in on the educational research that may be relevant is to get a guide. Through work with Oxford Brookes University and the Government of Jersey on a multilingual learner project that aims to examine support structures for m
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