Using Students' Selection of Significant Events in Mathematics Lessons to Deduce Their Underlying Predispositions

Autor/inn/en	Ableitinger, Christoph; Anger, Astrid; Dorner, Christian
Titel	Using Students' Selection of Significant Events in Mathematics Lessons to Deduce Their Underlying Predispositions
Quelle	In: International Journal of Mathematical Education in Science and Technology, 53 (2022) 4, S.787-806 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2020.1782495
Schlagwörter	Foreign Countries; Preservice Teachers; Middle School Students; High School Students; Mathematics Instruction; Student Attitudes; Beliefs; Student Reaction; Teaching Styles; Instructional Effectiveness; Student Evaluation of Teacher Performance; Austria + Suchen Sie Ihr Suchwort? Ausland; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Mathematics lessons; Mathematikunterricht; Schülerverhalten; Belief; Glaube; Schülerkritik; Lehrstil; Unterrichtsstil; Unterrichtserfolg; Österreich
Abstract	Learners' perspectives on classroom teaching have been explored in various ways. Within the context of past research, the student voice approach has shown the potential of making teaching and learning more effective. This article reports on students' perceptions with the aim of revealing their predispositions in the sense of Bruner's perceptual set theory concerning mathematics lessons. By asking students about significant events in specific mathematics lessons they attended and their associated justifications, insights into students' predispositions (beliefs) about teaching and learning mathematics are gained. We were able to reconstruct a wide range of predispositions, which indicate both a view on mathematics education that is quite positive and as well a willingness to learn comprehensively. As a further result, we obtained information about which kinds of scenes are perceived as significant by students, which was then linked to their decisive predispositions. With our results in mind, teachers could react appropriately to the expectations of students related to these predispositions and thus avoid dissatisfaction and barriers to learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01