Meanings of “mastery” in mathematics education: creation of concourse for a research study

Journal article


Shearman, J. 2020. Meanings of “mastery” in mathematics education: creation of concourse for a research study. Operant Subjectivity. 41 (1), pp. 121-133. https://doi.org/10.15133/j.os.2019.007
AuthorsShearman, J.
Abstract

This article outlines the rationale for and methodological choices made in designing an online Q study. Pre-service and experienced secondary mathematics teachers in the UK use the word “mastery” to describe a specific development programme, a curriculum or a set of teacher or student behaviours; these multiple meanings inspired a Q methodological study to identify types of views held by mathematics teachers. The article details the study’s design process, from generation of research question, through concourse and Q sample creation and pilot studies, to the final research design and Q sample. In the UK, changes to teacher practice are often quickly dismissed as fads and fashions, so greater use of Q to evaluate teachers’ views on educational initiatives would be a useful tool to uncover and explain that which is valued by teachers.

KeywordsConcourse; Mastery in mathematics; Mathematics education; Teacher opinions; Q methodology; Q sample
Year2020
JournalOperant Subjectivity
Journal citation41 (1), pp. 121-133
ISSN0193-2713
Digital Object Identifier (DOI)https://doi.org/10.15133/j.os.2019.007
Official URLhttp://www.operantsubjectivity.org/pub/873
Publication dates
Online01 May 2020
Publication process dates
Deposited22 Mar 2021
Accepted author manuscript
File Access Level
Open
Output statusPublished
References

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