Educators’ Sense-Making of the Evolving Mathematics Curriculum in Scotland

Educators’ Sense-Making of the Evolving Mathematics Curriculum in Scotland

This in-person engagement event presents findings from our research into how educators across school phases make sense of the evolving mathematics curriculum in Scotland. We understand sense making as an interactive and emotional process of making meaning, co-constructed within socio-cultural, political, and material contexts – offering a perspective that moves beyond the traditional ‘buy-in’ discourse. While current research evidence tends to focus on sense making after curriculum reforms are implemented, it is equally, if not more, important to understand the early stages of this process to foster constructive and shared approaches to change.

During the event, we will present findings from our focus groups and large-scale survey, highlighting the key themes, the strengths evident currently, and the specific areas where educators feel further support or development is needed. We will also host a workshop-style discussion to explore the implications of these findings incorporating the voices of diverse stakeholders.

We would like to invite everyone who is interested in, and curious about, the future of Scotland’s mathematics curriculum landscape.

Presenters:

Dr Sinem Hizli Alkan is a Senior Lecturer at Anglia Ruskin University (England) and leads the research theme Curriculum Making and Social Justice in the School of Education. She holds a PhD from the University of Stirling, where she worked as a lecturer in the Initial Teacher Education programme until 2023. Her research interests include teachers’ curriculum making practices, teaching mathematics to promote social justice, and the role of reflexivity and networks in curriculum making.

Corinne Angier taught secondary mathematics for 15 years mainly in South Yorkshire but also for three years in Orkney. She has worked in teacher education for four HEIs and has experience of a wide range of routes into mathematics teaching. She has devised modules and contributed to a range of master’s programmes and has contributed to various initiatives to support educators with limited subject specialist knowledge. Her research interests are sociopolitical aspects of mathematics education. Her recent PhD study draws on work with a development education centre to explore Global Citizenship Education in secondary mathematics classrooms in Scotland.

Andy Brown is currently on secondment as the National Specialist Adviser for Mathematics to the Scottish Government. In this role, Andy bridges policy and practice, working closely with ministers, policy officials, academics, schools and settings, and wider stakeholders. Much of Andy’s current work revolves around leading the Curriculum Improvement Cycle for Mathematics in Scotland. Andy Brown has been involved in education for over 20 years. He held roles as a Secondary Teacher of Mathematics, Faculty Head, Depute Head and Interim Head Teacher of two schools in the Highlands of Scotland. Andy has worked for Education Scotland as a Senior Education Officer or Numeracy and Mathematics and his most recent substantive post as a Senior Education Officer of Curriculum Innovation. He values his own learning and development as well as others, and has a specific interest in curriculum design, pedagogy, and subject specific professional learning.