{"id":{"repo_id":"oxford-brookes","oai_identifier":"tle:cd559396-d8f6-49d2-a5e5-ae903fa4b6c5:d6bd9758-527a-46cd-bfe2-c433766e8fca:1"},"canonical_url":"https://search.dev.ndltd.org/etd/oxford-brookes/tle:cd559396-d8f6-49d2-a5e5-ae903fa4b6c5:d6bd9758-527a-46cd-bfe2-c433766e8fca:1","repository":{"repo_id":"oxford-brookes","name":"Oxford Brookes University","base_url":"https://radar.brookes.ac.uk/radar/oai"},"display":{"title":"Exploring the figured worlds of teachers and pupils in the primary mathematics classroom: Five illustrative cases","abstract":"The primary mathematics classroom can be a difficult and confusing place to be, generating feelings of puzzlement, or even anxiety, sometimes resulting in a reluctance to engage. This study sought to explore the overarching research question: How can reviewing the nature of learning in contrasting primary mathematics classrooms through the lens of a figured world illuminate significant and influential differences in pupils’ experiences. This study focuses on five distinct episodes in five different year 2 primary mathematics classrooms. Stimulated recall using video recordings, eliciting both teacher and pupil views, explore the learning from both of these perspectives. This approach builds on Mason’s (2002) discipline of noticing. Adopting a figured worldview of the mathematics classroom enables fresh insights from the pupil’s perspective. By developing an innovative analytical framework based on Holland, Lachicotte, Skinner & Cain’s (2001) figured world and their notions of; identity, dialogue and cultural artefacts, Belenky, Clinchy, Goldberger & Tarule’s (1986) ways of coming to know and Sfard’s (1998) metaphors for learning, I was able to offer a new way of viewing the contrasting learning environments of these mathematics classrooms. These five illustrative cases demonstrate distinct pedagogical approaches and their impact on pupils’ mathematical identities. The implications of this research suggest that differently figured worlds could generate particular kinds of learning experiences. So pedagogically, teachers need to pay attention to aspects of learning beyond just the curricular imperatives, including the use of artefacts and other cultural elements associated with a mathematics environment. Pupils need opportunities to behaviour like thinking mathematicians for them to take on an identity of a confident mathematician.","abstract_html":"The primary mathematics classroom can be a difficult and confusing place to be, generating feelings of puzzlement, or even anxiety, sometimes resulting in a reluctance to engage. This study sought to explore the overarching research question: How can reviewing the nature of learning in contrasting primary mathematics classrooms through the lens of a figured world illuminate significant and influential differences in pupils’ experiences. This study focuses on five distinct episodes in five different year 2 primary mathematics classrooms. Stimulated recall using video recordings, eliciting both teacher and pupil views, explore the learning from both of these perspectives. This approach builds on Mason’s (2002) discipline of noticing. Adopting a figured worldview of the mathematics classroom enables fresh insights from the pupil’s perspective. By developing an innovative analytical framework based on Holland, Lachicotte, Skinner & Cain’s (2001) figured world and their notions of; identity, dialogue and cultural artefacts, Belenky, Clinchy, Goldberger & Tarule’s (1986) ways of coming to know and Sfard’s (1998) metaphors for learning, I was able to offer a new way of viewing the contrasting learning environments of these mathematics classrooms. These five illustrative cases demonstrate distinct pedagogical approaches and their impact on pupils’ mathematical identities. The implications of this research suggest that differently figured worlds could generate particular kinds of learning experiences. So pedagogically, teachers need to pay attention to aspects of learning beyond just the curricular imperatives, including the use of artefacts and other cultural elements associated with a mathematics environment. Pupils need opportunities to behaviour like thinking mathematicians for them to take on an identity of a confident mathematician.","abstract_has_math":false,"creators":["Fletcher, Jane"],"institution":"Oxford Brookes University","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["McGregor, Deb","Gilson, Catharine"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021","date_published":"2021","updated_at":"2026-07-24T03:43:12Z","subjects":[],"languages":["en"],"rights":["All rights reserved"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://doi.org/10.24384/0jt3-ae78","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["McGregor, Deb","Gilson, Catharine"]},{"key":"dc:creator","label":"Author","values":["Fletcher, Jane"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2021"]},{"key":"dc:publisher","label":"Institution","values":["Oxford Brookes University"]},{"key":"dc:type","label":"Dc Type","values":["thesis"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["All rights reserved"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://doi.org/10.24384/0jt3-ae78","https://radar.brookes.ac.uk/radar/file/cd559396-d8f6-49d2-a5e5-ae903fa4b6c5/1/Fletcher2021Mathematics.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The primary mathematics classroom can be a difficult and confusing place to be, generating feelings of puzzlement, or even anxiety, sometimes resulting in a reluctance to engage. This study sought to explore the overarching research question: How can reviewing the nature of learning in contrasting primary mathematics classrooms through the lens of a figured world illuminate significant and influential differences in pupils’ experiences. This study focuses on five distinct episodes in five different year 2 primary mathematics classrooms. Stimulated recall using video recordings, eliciting both teacher and pupil views, explore the learning from both of these perspectives. This approach builds on Mason’s (2002) discipline of noticing. Adopting a figured worldview of the mathematics classroom enables fresh insights from the pupil’s perspective. By developing an innovative analytical framework based on Holland, Lachicotte, Skinner & Cain’s (2001) figured world and their notions of; identity, dialogue and cultural artefacts, Belenky, Clinchy, Goldberger & Tarule’s (1986) ways of coming to know and Sfard’s (1998) metaphors for learning, I was able to offer a new way of viewing the contrasting learning environments of these mathematics classrooms. These five illustrative cases demonstrate distinct pedagogical approaches and their impact on pupils’ mathematical identities. The implications of this research suggest that differently figured worlds could generate particular kinds of learning experiences. So pedagogically, teachers need to pay attention to aspects of learning beyond just the curricular imperatives, including the use of artefacts and other cultural elements associated with a mathematics environment. Pupils need opportunities to behaviour like thinking mathematicians for them to take on an identity of a confident mathematician."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Exploring the figured worlds of teachers and pupils in the primary mathematics classroom: Five illustrative cases"]}]}],"canonical_facts":{"dc:contributor":["McGregor, Deb","Gilson, Catharine"],"dc:creator":["Fletcher, Jane"],"dc:date":["2021"],"dc:description":["The primary mathematics classroom can be a difficult and confusing place to be, generating feelings of puzzlement, or even anxiety, sometimes resulting in a reluctance to engage. This study sought to explore the overarching research question: How can reviewing the nature of learning in contrasting primary mathematics classrooms through the lens of a figured world illuminate significant and influential differences in pupils’ experiences. This study focuses on five distinct episodes in five different year 2 primary mathematics classrooms. Stimulated recall using video recordings, eliciting both teacher and pupil views, explore the learning from both of these perspectives. This approach builds on Mason’s (2002) discipline of noticing. Adopting a figured worldview of the mathematics classroom enables fresh insights from the pupil’s perspective. By developing an innovative analytical framework based on Holland, Lachicotte, Skinner & Cain’s (2001) figured world and their notions of; identity, dialogue and cultural artefacts, Belenky, Clinchy, Goldberger & Tarule’s (1986) ways of coming to know and Sfard’s (1998) metaphors for learning, I was able to offer a new way of viewing the contrasting learning environments of these mathematics classrooms. These five illustrative cases demonstrate distinct pedagogical approaches and their impact on pupils’ mathematical identities. The implications of this research suggest that differently figured worlds could generate particular kinds of learning experiences. So pedagogically, teachers need to pay attention to aspects of learning beyond just the curricular imperatives, including the use of artefacts and other cultural elements associated with a mathematics environment. Pupils need opportunities to behaviour like thinking mathematicians for them to take on an identity of a confident mathematician."],"dc:format":["application/pdf"],"dc:identifier":["https://doi.org/10.24384/0jt3-ae78","https://radar.brookes.ac.uk/radar/file/cd559396-d8f6-49d2-a5e5-ae903fa4b6c5/1/Fletcher2021Mathematics.pdf"],"dc:language":["en"],"dc:publisher":["Oxford Brookes University"],"dc:rights":["All rights reserved"],"dc:title":["Exploring the figured worlds of teachers and pupils in the primary mathematics classroom: Five illustrative cases"],"dc:type":["thesis"]},"updated_at":"2026-07-24T03:43:12Z"}