Rebecca Turvill | Brunel University (original) (raw)

Uploads

Papers by Rebecca Turvill

Research paper thumbnail of How are young children developing number sense, post national numeracy strategy

This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University... more This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University London.This thesis examines number sense in primary mathematics. I begin by presenting literature to demonstrate how a cognitive definition of number sense, dominates understandings of mathematical development. I argue that this has influenced fixed-ability practices in mathematics (e.g. Boaler, 1997; Marks, 2014) presenting number-sense as a natural ability. I outline the political landscape and explore data which demonstrates that mathematics education systematically disadvantages some people (Zevenbergen, 2001). After reviewing mathematics learning from a range of theoretical perspectives, I demonstrate a gap in the literature: a sociological exploration of number sense in primary school and illustrate the need to examine school structures and their implications for equitable outcomes for all children. To address this gap I have employed Bourdieusian tools of habitus, field and capital, to explore number sense development. Through ethnographic methods in Year 4 classrooms, I examine how number sense positions children in the field of primary mathematics. This research was undertaken during the first year of statutory implementation of the National Curriculum (DfE, 2013) allowing insight into the lived experiences of children at this time. My findings show that facts, fluency and flexibility are key ways children demonstrate their number sense. Through rapid recall of facts children are seen by their teachers, peers and themselves as ‘able’ at mathematics, leading to explicit reproduction of social class, as these facts are usually learned at home. Similarly, a demand for fluency has led to a focus on procedural accuracy with calculation. Based on this, children are sorted into ability groups magnifying infinitesimally small differences between them (Bourdieu, 1986). Finally, children demonstrate flexibility through different calculation strategies; however, lessons usually rehearse single methods, hiding this key mathematical practice. Each aspect of number sense differentiates children, advantaging those with middle-class habitus and therefore reproducing educational inequalities

Research paper thumbnail of Number sense' through three theoretical lenses

The national numeracy strategy (NNS) (DfEE, 1999) in England promoted mental calculation skills, ... more The national numeracy strategy (NNS) (DfEE, 1999) in England promoted mental calculation skills, built on a strong ‘number sense’, developed throughout primary schooling. The new national curriculum (DfE, 2013) places emphasis on formal algorithms for fluency in calculation. At a time of transition, this paper explores three contrasting theoretical perspectives on number sense: cognitive psychology, situated cognition and Bourdieusian social theory. It is suggested that cognitive theories dominate the teaching literature, while limited attention has been paid to social perspectives in this area. From this position, it is proposed that number sense acts as a gatekeeper to wider mathematical opportunity.

Research paper thumbnail of Number sense as a sorting mechanism in primary mathematics education

This paper aims to explore the way mathematics education systematically disadvantages particular ... more This paper aims to explore the way mathematics education systematically disadvantages particular groups of children, beginning in their early education. I focus on the concept of number sense to illustrate how it acts as a gatekeeper to wider mathematical learning and subsequently life opportunities. By examining number sense from the perspectives of cognitive psychology, situated cognition and Bourdieusian social psychology, I demonstrate inequalities in how young children develop number sense in primary school. I suggest that it is important to consider these different perspectives to reveal the dominance of cognitive theories on practice in primary schools. I propose that a Bourdieusian analysis of number sense reveals how number sense works to sort children and ultimately reproduce social divisions.

Research paper thumbnail of How are young children developing number sense, post national numeracy strategy

This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University... more This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University London.This thesis examines number sense in primary mathematics. I begin by presenting literature to demonstrate how a cognitive definition of number sense, dominates understandings of mathematical development. I argue that this has influenced fixed-ability practices in mathematics (e.g. Boaler, 1997; Marks, 2014) presenting number-sense as a natural ability. I outline the political landscape and explore data which demonstrates that mathematics education systematically disadvantages some people (Zevenbergen, 2001). After reviewing mathematics learning from a range of theoretical perspectives, I demonstrate a gap in the literature: a sociological exploration of number sense in primary school and illustrate the need to examine school structures and their implications for equitable outcomes for all children. To address this gap I have employed Bourdieusian tools of habitus, field and capital, to explore number sense development. Through ethnographic methods in Year 4 classrooms, I examine how number sense positions children in the field of primary mathematics. This research was undertaken during the first year of statutory implementation of the National Curriculum (DfE, 2013) allowing insight into the lived experiences of children at this time. My findings show that facts, fluency and flexibility are key ways children demonstrate their number sense. Through rapid recall of facts children are seen by their teachers, peers and themselves as ‘able’ at mathematics, leading to explicit reproduction of social class, as these facts are usually learned at home. Similarly, a demand for fluency has led to a focus on procedural accuracy with calculation. Based on this, children are sorted into ability groups magnifying infinitesimally small differences between them (Bourdieu, 1986). Finally, children demonstrate flexibility through different calculation strategies; however, lessons usually rehearse single methods, hiding this key mathematical practice. Each aspect of number sense differentiates children, advantaging those with middle-class habitus and therefore reproducing educational inequalities

Research paper thumbnail of Number sense' through three theoretical lenses

The national numeracy strategy (NNS) (DfEE, 1999) in England promoted mental calculation skills, ... more The national numeracy strategy (NNS) (DfEE, 1999) in England promoted mental calculation skills, built on a strong ‘number sense’, developed throughout primary schooling. The new national curriculum (DfE, 2013) places emphasis on formal algorithms for fluency in calculation. At a time of transition, this paper explores three contrasting theoretical perspectives on number sense: cognitive psychology, situated cognition and Bourdieusian social theory. It is suggested that cognitive theories dominate the teaching literature, while limited attention has been paid to social perspectives in this area. From this position, it is proposed that number sense acts as a gatekeeper to wider mathematical opportunity.

Research paper thumbnail of Number sense as a sorting mechanism in primary mathematics education

This paper aims to explore the way mathematics education systematically disadvantages particular ... more This paper aims to explore the way mathematics education systematically disadvantages particular groups of children, beginning in their early education. I focus on the concept of number sense to illustrate how it acts as a gatekeeper to wider mathematical learning and subsequently life opportunities. By examining number sense from the perspectives of cognitive psychology, situated cognition and Bourdieusian social psychology, I demonstrate inequalities in how young children develop number sense in primary school. I suggest that it is important to consider these different perspectives to reveal the dominance of cognitive theories on practice in primary schools. I propose that a Bourdieusian analysis of number sense reveals how number sense works to sort children and ultimately reproduce social divisions.