Student intimidation in the mathematics classroom

Abstract

This study adopts the Contextual System Model as it utilises the “Draw your mathematics classroom” test as a methodology to explore student intimidation in the mathematics classroom. As part of a larger investigation, the study included thirty participants, aged 5-7, who attended three different schools located in rural Cairo. Mathematics students were asked to create drawings in response to the aforementioned prompt. The drawings were qualitatively analysed according to the criteria of the toolkit in conjunction with a follow up semi structured student group interview. Findings indicated student intimidation in classrooms, a process that seemed to be perceived by students as constructive disciplinary practice. The study suggests tackling deep rooted questions of agency and perceived teacher authority.