Exploring the impact of changes in my practice on one pupil’s learning in mathematics. Joseph – A case study

Anne T. Mulligan

doi:10.18778/2450-4491.06.12

Authors

Anne T. Mulligan Middlesex University, London

DOI:

https://doi.org/10.18778/2450-4491.06.12

Keywords:

action research, generalising, collaborative environment, strategies

Abstract

This case study emerged from Action Research involving Year 2 pupils. The purpose of the research was to examine the effect that changing my practice had on my pupils’ learning in mathematics. I focused on Joseph, a higher attaining pupil and explored how his behaviour changed as I began to change aspects of my teaching. My research questions focused on tasks I provided for pupils, strategies they used to find solutions and my use of questioning to challenge their thinking. The data came from lesson observations, transcripts, samples of pupils’ work and notes from my research diary. Qualitative methods such as theme and comparative analysis were employed to analyse the data using a grounded theory approach. This case study does not claim that because one pupil experienced these changes they were experienced by all. It shows the changes that are possible when an environment of collaborative problem solving is created.

Author Biography

Anne T. Mulligan, Middlesex University, London

Ph.D., Senior Lecturer at the Middlesex University in London, teaching primary mathematics and geography on the Initial Teacher Education programs. With over 20 years of experience in teaching in the primary classroom, including 4 years as a Deputy Head Teacher, Anne’s areas of interest include problem-solving and anxiety in mathematics.

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