Presentación

Code and Category

Created Properties*

TMSJ = Teaching Mathematics for Social Justice BecTea = Reasons for becoming a maths teacher 03/10/2013 During coding of Sarah Int1

E = Desire to engage students in the subject. I = Desire to address injustices.

S = Opportunity to engage with all sections of society. D = Helping students to develop as individuals. DesCha = Desire to bring about change in society 22/09/2013 During coding of Rebecca Int1

A = Bring about social change through student agency. S = Address structural inequities in education, society. G = Important that everyone aware of what's going on in the world around them.

C = Schools promote middle class norms and values.

D = Demonstrate to others that TMSJ is a desirable and viable alternative.

B = Background led to desire to challenge injustices. P = Develop students' cultural capital to promote achievement in maths.

M = Mixed ability seen as desirable for raising maths achievement. EmpMat = Empowerment through learning maths 22/09/2013 During coding of Rebecca Int1

A = Develop student agency.

E = Empowerment encouraged elsewhere.

S = Appreciate maths can be used to support an argument. D = Recognition of disempowering nature of school and school maths.

U = Students need maths to be able to understand and interpret their world.

N = Students need to appreciate the nature/status of maths. C = By comparing, communicating experiences with others, stories more meaningful.

M = Students need to consider their own emotions towards maths.

V = Students need to consider their own views of maths. R = Maths related to students' own experiences

EngMat = Engagement with maths 09/08/2014 During coding of Meetings 4/5/6/7

A = TMSJ approach re-engages alienated students. S = TMSJ approach raises engagement of all students. T = TMSJ approach raises enjoyment of teachers.

LegAre = Seeing maths as legitimate area for issues of SJ

22/09/2013 During coding of Rebecca Int1

E = Issues addressed elsewhere.

R = Issues important for relationships in classroom. T = TMSJ issues need to be addressed more in maths. S = Students willing to accept SJ relevant to maths.

M = School managers willing to accept SJ relevant to maths. N = Use TMSJ issues to enrich mathematical topics.

C = Other teachers in school willing to accept SJ relevant to maths.

Code and Category

Created Properties*

TMSJ = Teaching Mathematics for Social Justice NatMat = Consideration of nature of school maths 22/09/2013 During coding of Rebecca Int1

R = Should relate to real life issues. V = Consider maths as value-laden.

G = Appreciation of maths as gatekeeper qualification. L = Appreciation of links between maths and other subjects. A = Students can't access problems as no focus on skills needed.

E = Maths invokes anxiety and negative emotions in students/adults and alienates.

U = Maths curriculum aimed at minority who go to university. C = Maths curriculum develops conceptual understanding. B = Maths seen as boring and irrelevant.

NotAbi = Notions of ability in maths 22/09/2013 During coding of Rebecca Int1

D = Higher ability/sets have a more positive disposition towards learning.

L = Higher ability/sets more likely to see links.

E = Lower ability/sets more likely to focus on getting through exam.

A = It's considered acceptable to say you're not good at maths.

I = It's assumed that being good at maths means you're generally intelligent.

G = Differences in attitude to maths exist between boys/girls. S = Lower ability/sets have lower self-esteem, confidence, eloquence.

P = Being good at maths seen as special/unusual by others. T = Esoteric maths more suitable for higher ability than lower ability. PraCon = Practical constraints on TMSJ 03/10/2013 During coding of Sarah Int1

T = Time consuming to prepare teaching ideas. B = Bad behaviour of students significant disincentive. E = Teaching is exhausting and TMSJ needs creative energy. G = Government policy restrictive.

S = High levels of scrutiny within school. P = Pressure to get through scheme of work.

C = Conflict with aim of doing what's best for the students. L = TMSJ takes longer than expected compared to normal maths lessons.

Code and Category

Created Properties*

TMSJ = Teaching Mathematics for Social Justice ProDev = Interest in personal and professional development 22/09/2013 During coding of Rebecca Int1

A = Appreciate that TMSJ area to develop.

D = Identified as development need within school/dept. N = Willingness to take on new ideas.

G = Wish to improve own general practice. C = Challenge to see how students respond. R = Interest in learning more about research. W = Opportunity to work with other teachers.

S = Project seen as providing more structure for thoughts. P = Project provides incentive to try out activities through agreed deadlines. ProPed = TMSJ related to progressive pedagogies 23/09/2013 During coding of Rebecca Int1

C = Students need critical understanding of maths. S = Promote student-led learning.

P = Promote project-based learning.

K = Promote practical, kinaesthetic approach to learning maths.

L = Promote problem-solving approach to learning. E = Promote enjoyment of learning maths.

R = Establish relationships based on trust and mutual respect. G = Promote collaborative group work.

T = Provide time to practise maths skills and consolidate RatMat = Rationale for learning maths. 22/09/2013 During coding of Rebecca Int1

U = Students understand why they need to learn concepts and procedures.

A = Easier to see in some areas of maths, e.g. Statistics, than others.

W = Students need to consider why we need to learn maths. RelMat = Relationship with mathematics 22/09/2013 During coding of Rebecca Int1

L = Love for maths.

B = Appreciation of beauty of maths. S = Maths considered as special. O = Influenced by significant other. L = Lack of confidence in maths.

M = Maths seen as medium through which teacher operates. U = Gained better understanding of own views of maths. C = Maths central to way of thinking.

*Note: Properties were assigned on a scale of 1 to 5 according to the extent to which they were satisfied. For example, a unit of meaning which indicated strongly that the reason for becoming teacher was a desire to engage students in the subject, would be coded as ‘BecTea E5’.