Mathematics Engagement in an Australian Lower Secondary School

Autor/in	Norton, Stephen
Titel	Mathematics Engagement in an Australian Lower Secondary School
Quelle	In: Journal of Curriculum Studies, 49 (2017) 2, S.169-190 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2016.1141995
Schlagwörter	Foreign Countries; Mathematics Instruction; Learner Engagement; Secondary School Students; Secondary School Mathematics; Student Participation; Student Attitudes; Student Motivation; Mathematics Curriculum; Teaching Methods; Ability Grouping; Intervention; Developmentally Appropriate Practices; Student Surveys; Likert Scales; Coding; Observation; Attitude Measures; Australia; Fennema Sherman Mathematics Attitudes Scales + Suchen Sie Ihr Suchwort? Ausland; Mathematics lessons; Mathematikunterricht; Sekundarschüler; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schülerverhalten; Schulische Motivation; Teaching method; Lehrmethode; Unterrichtsmethode; Homogene Gruppierung; Niveaugruppierung; Streaming; Entwicklungsbezogene Bildung; Schülerbefragung; Likert-Skala; Codierung; Programmierung; Beobachtung; Australien
Abstract	The importance of actively engaging in mathematics discourse in order to learn mathematics is well recognized. In this paper, I use Basil Bernstein's concepts of pedagogic discourse to document and analyse academic learning time of students in Years 8 and 9 at a suburban lower secondary school: in particular, for what proportion of class time students reported being academically engaged, their explanations for this engagement and how they felt about the discourse. It was found that many students had disengaged from mathematical endeavour as a result of the failure of the instructional discourse either to engage students or to serve the purpose of developing discipline-specific content knowledge. The reasons for this relate to the overemphasis on mundane mathematics resulting in some students lacking the cognitive tools to engage with the concepts and having neither the intrinsic nor instrumental motivation to persist with secondary school esoteric mathematics. The implications for mathematics curriculum development are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01