Conceptualising Primary School Mathematics Leadership as Poly-Motivated Activity
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| Title: | Conceptualising Primary School Mathematics Leadership as Poly-Motivated Activity |
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| Language: | English |
| Authors: | Matt Sexton, Mathematics Education Research Group of Australasia (MERGA) |
| Source: | Mathematics Education Research Group of Australasia. 2025. |
| Availability: | Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ |
| Peer Reviewed: | N |
| Page Count: | 8 |
| Publication Date: | 2025 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Elementary School Mathematics, Mathematics Instruction, Leadership Role, Catholic Schools, Foreign Countries, Interpersonal Relationship, Trust (Psychology), Teacher Leadership, Teacher Effectiveness, Mathematics Teachers, Motivation, Principals |
| Geographic Terms: | Australia |
| Abstract: | This paper conceptualises mathematics leadership using cultural-historical activity theory (CHAT). Qualitative data were generated with three primary school mathematics leaders and analysed focusing on motive objects of activity. Analysis showed that the leaders directed their leadership at multiple motive objects, establishing mathematics leadership as poly-motivated activity. This conceptualisation reveals the interplay between building relationships, developing teachers' practice and knowledge, and managing demands of the leadership role. The findings contribute to mathematics leadership theory and offer implications for practitioners and researchers. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED676465 |
| Database: | ERIC |
| Abstract: | This paper conceptualises mathematics leadership using cultural-historical activity theory (CHAT). Qualitative data were generated with three primary school mathematics leaders and analysed focusing on motive objects of activity. Analysis showed that the leaders directed their leadership at multiple motive objects, establishing mathematics leadership as poly-motivated activity. This conceptualisation reveals the interplay between building relationships, developing teachers' practice and knowledge, and managing demands of the leadership role. The findings contribute to mathematics leadership theory and offer implications for practitioners and researchers. |
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