R Srikanth: Negotiating Evolving Topographies in a Math Classroom

8/3/2019 R Srikanth: Negotiating Evolving Topographies in a Math Classroom

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Negotiating Evolving Topographies

in a Math Classroom*

R.SRIKANTH

WELHAM BOYS SCHOOL

DEHRADUN

* Work in Progress


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Objective

To develop an informed understanding abouthow the differential in the mathematical aptitude

in a classroom influences the dynamics of theclassroom.

To observe whether this differential, influencesthe affective domain of the students .

To share some possible pedagogicalinterventions which I have used in the classroomto negotiate the asymmetry.


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Assumptions

Classroom is not a flatland. It may have unique

set of asymmetries and undulations.

Topography in this context implies the

undulations in the landscape of a classroom

arising out of differential in epistemic andaffective factors


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Factors causing undulations

Perceived and actual aptitude level arrivedthrough assessment results.

Levels of motivation which constantly changesdue to performance results.

Level of comfort in communicating withthe teacher.

Level of comfort in communicating withthe peers


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Congruity between the Teachers andStudents Expectations and Motivations.

Factors causing undulations


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Reflective Voice

Reflection on ones practice leads to think critically the domain of ones professional existence.

After a reflective process, the following issues got highlighted

1) The classroom is not a flatland. As the famous Heraclitus saying that you cannot stepinto the same river twice, every classroom unfolds different realities.

2) Students have their own expectations, aspirations and motivations towards their

teachers and equally teachers have their own. I felt that the congruity between these

two sets defines the success of the classroom.

3) Students with low self esteem and low achievement grades with respect to theiraptitude find it difficult to communicate to the teacher due to preconceived notions.

Students with high self esteem and high achievement grades feel more secure and may

tend to dominate in the classroom.

4) There is progressive disaffection on parts of low achieving students which regresses to

total disconnect as they progress through the grades.


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Wading through challenges


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Sharing some of my interventions

Balancing the demands of the syllabus, aptitude

levels of the students and their motivation

through differentiated instruction. Thus toning

the complexity to suit the student.

Remedial measures to bridge learning gaps which

cause black hole situations for students.

Peer Tutoring with accountability. Teachers rolemay be passive but critical.


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SUPPORTIVE CHANGES

The importance of laying down criteria for

assessment and the assessment in turn being an

ongoing process both formal & informal.

Assessment must support learning and not inhibitlearning.

The importance of building a collaborative

classroom as a way of overcoming the

differentiated topographies in a classroom


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Physical setting of the classroom influences

the class. When students are grouped

strategically [preferably within their friend

groups] there is a significant constructive

activity.

SUPPORTIVE CHANGES


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References

References:

Eisenhart, M. (1988).The ethnographic research traditionand mathematics education reserach. Journal for Researchin Mathematics Education, 19,99-114.

McLeod, D. B. (1994). Research on affect and mathematicslearning in the JRME: 1970 to the present. Journal forResearch in Mathematics Education, 25(6), 637647.

Nardi, E., & Steward, S. (2003). Is mathematics T.I.R.E.D? A

profile of quiet disaffection in the secondary mathematicsclassroom. British Educational Research Journal, 29(3), 345-367

R Srikanth: Negotiating Evolving Topographies in a Math Classroom

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