For students who are labelled as low prior attaining, having the opportunity to tell self-positioning stories about their own identity work can enable a researcher to reflect on the teaching and learning of mathematics through the students’ lived experience. This article demonstrates the creation of a poetic structure as a device for listening to student voice as part of a project in the context of resitting mathematics in a post-16 college. A rubric was developed for the creative process, adding consistency both within and across different poems formed during the analysis. The rubric enabled me to focus on the voices identified rather than the potential unpredictability found in the creative process.
|Title of host publication||Proceedings of BSRLM day conference|
|Publication status||Published - 24 Aug 2021|