Abstract
The progress in maths of pupils with Special Educational Needs (SEN) has been shown in government statistics to be slower than that in literacy. In this context, this thesis sets out to examine how the experiences, beliefs and feelings of teachers and support assistants influence their choices and perspectives on teaching and supporting the mathematics learning of pupils with difficulties in appropriating mathematical knowledge. It also explores the experiences, beliefs and feelings about mathematics of pupils with SEN.To situate the study, a background to research into the mathematical development of pupils with SEN is presented, along with considerations of the biological and cultural factors that influence their learning processes, informed by aspects of Vygotsky’s theory of human cultural and bio-social development. With this background in mind, interviews were conducted in a primary school with three groups of participants: 7 teachers, 6 learning support assistants and 6 pupils aged 9 – 11 years, with persistent mathematical difficulties, who have been identified as having SEN.
The interview data was organised using an analytical lens also inspired by the Vygotskian approach, around three themes that differently characterised the experiences of participants from each group: feelings, memory and time. Factors that impacted positively and negatively on the participation of the pupils with SEN in mathematical activities were identified within each theme.
The data shows how tools, assessment practices and curriculum constraints differently mediate the experience of learning mathematics and in particular enable the identification of strategies which did or could contribute to more positive mathematical learning experiences for those with particular difficulties in appropriating mathematical concepts.
| Date of Award | 1 Feb 2020 |
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| Original language | English |
| Awarding Institution |
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| Supervisor | Lulu Healy (Supervisor) & Carla Finesilver (Supervisor) |