Re-enfranchising Mathematically-alienated Students: Teacher and Tutor Perceptions of the Getting Ready in Numeracy (G.R.I.N.) Program

Penelope Kalogeropoulos,Michele Klooger,Peter Sullivan,Sue Gunningham,James A Russo

doi:10.29333/iejme/5881

Penelope Kalogeropoulos, Michele Klooger + Show 3 more

Open Access

https://doi.org/10.29333/iejme/5881

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Abstract

This paper outlines a tutoring initiative intended to re-engage students who have become alienated from mathematics class at school. The initiative is focused on priming students for their subsequent mathematics lessons, and is referred to as “Getting Ready in Numeracy” (G.R.I.N.). Following a discussion outlining the principles of G.R.I.N., data from interviews with G.R.I.N. tutors and classroom teachers are presented. Findings suggest that participating in G.R.I.N. enhanced student engagement in mathematics and helped foster a growth mindset. Analysis of interviews also revealed some of the challenges associated with the initiative, in particular, issues relating to communication and coordination, such as: understanding the purpose of G.R.I.N., timetabling, planning and having sufficient students in the target group. In addition, in some instances, tensions between the professional and pedagogical expertise of the G.R.I.N. tutor and classroom teacher required navigation. Recommendations for mitigating these challenges and tensions are put forward, all of which are reliant on strong leadership and support for the program at the school level.

Highlights

By the time they reach the middle primary years, wide differences in mathematics achievement between students are apparent (Thomson, Wernert, O’Grady, & Rodrigues, 2016)
The initial coding of the data revealed over one dozen themes, which were eventually distilled into eight categories: Growth mindset, Engagement, Understanding the purpose of G.R.I.N., Timetabling, Planning, Target Group, Implications for how should mathematics be taught and Who is the expert? Consideration was given to how these categories should be effectively organized
Tutor and Literacy and Numeracy Intervention Teacher. This issue identified by Alicia may be a particular challenge in primary schools contexts, where G.R.I.N. tutors might be leading teachers, numeracy coordinators or specialists, whose responsibility is to prepare students for a sequence of lessons being implemented by a generalist classroom teacher

Summary

INTRODUCTION

By the time they reach the middle primary years, wide differences in mathematics achievement between students are apparent (Thomson, Wernert, O’Grady, & Rodrigues, 2016). The classroom teacher supports the work of the tutor by calling upon the G.R.I.N. students to provide explanations and suggestions that recognise their prior learning and to further build their confidence. This research base suggests three principles of effective intervention design in mathematics education: Principle 1 (Cognitive-load rationale): Students behind in mathematics will benefit from exploring the relevant concepts and procedures before the whole-class lesson, if the content is sufficiently broken down for students. In addition to reporting student outcome data, this pilot study involved brief interviews with teachers, tutors, and students with the purpose of examining the experience of program participants, as well as some of the challenges of implementing the program (Sullivan & Gunningham, 2011). 2) What are some of the challenges to implementing the G.R.I.N. initiative in a school?

Participants and Procedure

RESULTS

DISCUSSION AND CONCLUDING