Literaturnachweis - Detailanzeige
Autor/inn/en | Kalogeropoulos, Penelope; Russo, James; Roche, Anne |
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Titel | How Grade Levels Shape Underperforming Elementary Student Preferences about Learning Mathematics in the Classroom |
Quelle | In: International Journal of Mathematical Education in Science and Technology, 54 (2023) 8, S.1380-1392 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0020-739X |
DOI | 10.1080/0020739X.2022.2158143 |
Schlagwörter | Instructional Program Divisions; Low Achievement; Elementary School Students; Preferences; Mathematics Education; Student Attitudes; Intervention; Mathematical Concepts; Teacher Student Relationship; Peer Relationship; Foreign Countries; Catholic Schools; Public Schools; Teaching Methods; Mathematics Achievement; Australia Unterdurchschnittliche Leistung; Mathematische Bildung; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Ausland; Katholische Schule; Public school; Öffentliche Schule; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Australien |
Abstract | There is evidence that student attitudes towards mathematics become more negative as students move through their schooling. However, less is known about the different factors that shape student attitudes at various stages. This qualitative study sought to shed light on this issue and consider how stage of schooling influenced self-perceived supports for what helped underperforming students to learn mathematics. One hundred and seventy-nine students in Grades 2/3 and 5/6 completed a questionnaire before they participated in a mathematics intervention program, targeting students who had fallen behind in mathematics. Participating students were asked to complete the sentence stem. The best thing about learning mathematics in my classroom is…and answered the question: What helps you learn mathematics in the classroom? Thematic analysis revealed that the majority of younger students emphasized specific tasks (e.g. games) and mathematical content areas (e.g. counting) when describing the best thing about learning mathematics at school and were twice as likely to highlight such aspects compared with older students. By contrast, older students were far more likely to indicate the importance of being supported directly by their teacher or peers when learning mathematics, compared with younger students. (As Provided). |
Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |