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Students transitioning from primary to secondary mathematics learning: a study combining critical pedagogy, living theory and participatory action research

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Students transitioning from primary to secondary mathematics learning: a study combining critical pedagogy, living theory and participatory action research. / Matiti, Jo.
In: Educational Action Research, Vol. 32, No. 1, 31.01.2024, p. 144-160.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Matiti, J 2024, 'Students transitioning from primary to secondary mathematics learning: a study combining critical pedagogy, living theory and participatory action research', Educational Action Research, vol. 32, no. 1, pp. 144-160. https://doi.org/10.1080/09650792.2022.2035787

APA

Matiti, J. (2024). Students transitioning from primary to secondary mathematics learning: a study combining critical pedagogy, living theory and participatory action research. Educational Action Research, 32(1), 144-160. https://doi.org/10.1080/09650792.2022.2035787

Vancouver

Matiti J. Students transitioning from primary to secondary mathematics learning: a study combining critical pedagogy, living theory and participatory action research. Educational Action Research. 2024 Jan 31;32(1):144-160. Epub 2022 Apr 3. doi: 10.1080/09650792.2022.2035787

Author

Matiti, Jo. / Students transitioning from primary to secondary mathematics learning : a study combining critical pedagogy, living theory and participatory action research. In: Educational Action Research. 2024 ; Vol. 32, No. 1. pp. 144-160.

Bibtex

@article{f53653587d384db09680e5c8a6818f0e,
title = "Students transitioning from primary to secondary mathematics learning: a study combining critical pedagogy, living theory and participatory action research",
abstract = "The connections between critical pedagogy, living theory and participatory action research (PAR) are discussed to explore their combined strength for empowering students, positively impacting on their attitudes towards their mathematics learning and creating social change in their primary-secondary mathematics transitions. This transition is recognised as creating social inequalities which existing transition research has failed to resolve. The interpretation of critical pedagogy, living theory and PAR are described before a summary of their application in a small scale, two-year study in a British curriculum school in Muscat, Oman. Critical pedagogy combined with living theory and PAR provides the theoretical and methodological framework to empower the students epistemologically. This paper gives an example of how PAR with students was conducted within the framework of critical pedagogy theory and living theory methodology. This account provides a valuable reference for participatory action researchers. The paper concludes that the combination of critical pedagogy, living theory and PAR can empower students to create social change.",
keywords = "living theory, critical pedagogy, Freire, participatory action research, mathematics, transitions",
author = "Jo Matiti",
year = "2024",
month = jan,
day = "31",
doi = "10.1080/09650792.2022.2035787",
language = "English",
volume = "32",
pages = "144--160",
journal = "Educational Action Research",
issn = "0965-0792",
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}

RIS

TY - JOUR

T1 - Students transitioning from primary to secondary mathematics learning

T2 - a study combining critical pedagogy, living theory and participatory action research

AU - Matiti, Jo

PY - 2024/1/31

Y1 - 2024/1/31

N2 - The connections between critical pedagogy, living theory and participatory action research (PAR) are discussed to explore their combined strength for empowering students, positively impacting on their attitudes towards their mathematics learning and creating social change in their primary-secondary mathematics transitions. This transition is recognised as creating social inequalities which existing transition research has failed to resolve. The interpretation of critical pedagogy, living theory and PAR are described before a summary of their application in a small scale, two-year study in a British curriculum school in Muscat, Oman. Critical pedagogy combined with living theory and PAR provides the theoretical and methodological framework to empower the students epistemologically. This paper gives an example of how PAR with students was conducted within the framework of critical pedagogy theory and living theory methodology. This account provides a valuable reference for participatory action researchers. The paper concludes that the combination of critical pedagogy, living theory and PAR can empower students to create social change.

AB - The connections between critical pedagogy, living theory and participatory action research (PAR) are discussed to explore their combined strength for empowering students, positively impacting on their attitudes towards their mathematics learning and creating social change in their primary-secondary mathematics transitions. This transition is recognised as creating social inequalities which existing transition research has failed to resolve. The interpretation of critical pedagogy, living theory and PAR are described before a summary of their application in a small scale, two-year study in a British curriculum school in Muscat, Oman. Critical pedagogy combined with living theory and PAR provides the theoretical and methodological framework to empower the students epistemologically. This paper gives an example of how PAR with students was conducted within the framework of critical pedagogy theory and living theory methodology. This account provides a valuable reference for participatory action researchers. The paper concludes that the combination of critical pedagogy, living theory and PAR can empower students to create social change.

KW - living theory

KW - critical pedagogy

KW - Freire

KW - participatory action research

KW - mathematics

KW - transitions

U2 - 10.1080/09650792.2022.2035787

DO - 10.1080/09650792.2022.2035787

M3 - Journal article

VL - 32

SP - 144

EP - 160

JO - Educational Action Research

JF - Educational Action Research

SN - 0965-0792

IS - 1

ER -