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Mathematical Relationships Seminar Series . Our Journeys Cathy Patricia Smith George. London. Students read messages into the results of assessment; they can accept, reject or extend the structures made available to them Dylan Wiliam (Socio-cultural)

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Mathematical Relationships Seminar Series

Our Journeys

Cathy Patricia

Smith George


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London

  • Students read messages into the results of assessment; they can accept, reject or extend the structures made available to them

    Dylan Wiliam (Socio-cultural)

  • Different ways of teaching allow different positions for (different) students. How do we change the discourse of ‘maths is hard’ to something more positive?

    Candia Morgan & Heather Mendick (Discourse)

  • Mathematics as ‘the enemy’ or mathematics as a defence

    Yvette Solomon & Laura Black (Psychoanalytic)


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Manchester

  • What and how are cultural models produced in existing pedagogies, through social talk and/or maths talk?

    Julian Williams & Pauline Davis (Socio-cultural)

  • The everyday is powerful in mathematics discourse; mathematics discourse is powerful in everyday life

    Steve Lerman (Discourse)

  • Eroticism in mathematics; staying with the frisson

    Tamara Bibby (Psychoanalytic)


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Edinburgh

  • Mathematics textbooks tend to promote certain identities but so do the tasks and the teacher’s mediation

    Birgit Pepin (Socio-cultural)

  • ‘Suspend your belief in the innocence of words and the transparency of language as a window on an objectively graspable reality’ (Maclure , 2003, p12) then you can ask:

    For whom, mathematics?

    Macintyre, Griffiths & Hamilton (Discursive)

  • Connotations with death, absolutes and binaries offer mathematical identities an internal ‘moral’ logic

    Jenny Shaw (Psychoanalytic)


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Cardiff

  • Students were given ‘many more ways to be successful, so more students were successful’

    Jo Boaler (Socio-cultural)

  • Structure, agency, and what looks like their interaction, are all assemblages of discourse

    Valerie Walkerdine (Discursive)

  • ‘finding spaces to dance where none can be seen’

    Hilary Povey & Mark Boylan (Psychoanalytic)


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Sheffield

  • Tension as a source of learning

    Barbara Jaworski (Socio-cultural)

  • Words enable as well as limit/constrain their associated identities

    Tansy Hardy (Discursive))

  • Are the stories we tell in coming to understandings of ourselves in mathematics gendered more than classed or ethnicised?

    Pat Drake (Psychoanalytic)



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