Living an elementary school curriculum: rethinking reform through a narrative classroom inquiry with a teacher and her students into the learning of mathematics : life lessons from Bay Street Community School
Bibliographic record
Abstract
This study, situated in a long-term Social Science and Humanities Research Council of Canada Research Project, explores teacher knowledge and reform in education. I work with one teacher, Janine O'Neil, examining her mathematics education practice as it unfolds in her classroom. My study spans two years of classroom participation and observation followed by another year of research in Bay Street Community School's larger community. My research phenomena emerges in response to the reform environment shaping the North American context of education. I examine how reforms to mathematics education are experienced in an elementary classroom. As my narrative classroom inquiry progresses, complexities of classroom life with Janine and her students in Room 34/35 enfold me. The complexities create tensions that are layered throughout my research and writing. Section I, a narrative analysis, begins with a description of a grade 3/4 mathematics lesson, Remembrance Day Math. Then, I explore the meaning of this classroom experience using a three-dimensional axes of narrative inquiry: place, temporality and the personal and social relationship. The importance of teaching and learning mathematics as contextualized in experience emerges as a pivotal understanding. Section II, a curricular analysis, begins with a description of a grade 3/4 mathematics lesson based on an exploratory activity into relationships between whole numbers, fractions, and ratios (third grade), and a problem-solving activity (fourth grade). Using the notion of curriculum commonplaces to reconstruct a mathematics education experience in an elementary classroom, I analyze this lesson from the perspectives of the teacher, social milieu, subject matter, and learner. I find that classroom curriculum results from the negotiation of tensions between the learner, curriculum, and community needs. Section III, a narrative reconceptualization of reform in education, consists of three chapters. The first is a study into the relationship between personal and social influences in the construction of teacher knowledge. The second is an account of a school-based reform and how this initiative becomes part of a teacher's practice. I argue that framing notions of education reform in terms of learning and growth is beneficial. The final chapter looks backward into and forward from this inquiry.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.010 | 0.013 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.025 | 0.030 |
| Scholarly communication | 0.014 | 0.009 |
| Open science | 0.004 | 0.015 |
| Research integrity | 0.003 | 0.009 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".