Analysing the Relationships between Students and Mathematics: A Tale of Two Paradigms

Autor/inn/en	Jorgensen, Robyn; Larkin, Kevin
Titel	Analysing the Relationships between Students and Mathematics: A Tale of Two Paradigms
Quelle	In: Mathematics Education Research Journal, 29 (2017) 1, S.113-130 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jorgensen, Robyn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
DOI	10.1007/s13394-016-0183-1
Schlagwörter	Models; Research Projects; Methods; Foreign Countries; Mathematics Education; Handheld Devices; Technology Uses in Education; Diaries; Video Technology; Elementary School Students; Elementary School Mathematics; Australia + Suchen Sie Ihr Suchwort? Analogiemodell; Forschungsvorhaben; Method; Methode; Ausland; Mathematische Bildung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Diary; Tagebuch; Elementare Mathematik; Schulmathematik; Australien
Abstract	In this article, we argue the need to use inter-disciplinary paradigms to make sense of a range of findings from a research project. We developed a methodology using iPad diaries to uncover young students' thinking--mathematical, social and affective--so as to better understand their experiences of mathematics. These students, predominantly from year 3 to year 6, were drawn from economically and socially distinct schools in Queensland and New South Wales, Australia. This article builds on previous research, where we outlined the unique methodology that we developed over three iterations to collect student attitudinal comments regarding mathematics. The comments we collected gave significant insights into the experiences of, and possibilities for, the mathematics education of young learners. Here, we use these findings to explore the value of two paradigms to explain student experiences towards mathematics among primary school students from different social backgrounds. In so doing, we develop an explanatory model for the socially differentiated outcomes in students' responses and then use this explanatory model to analyse student responses from the two most socially disparate schools in our research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01