'If I had to pick any subject, it wouldn't be maths' : foundations for engagement with mathematics during the middle years

This article is a report on a longitudinal case study that investigated the problem of lowered engagement with mathematics and students' perspectives of the factors that influenced their engagement during the middle years of schooling. The article provides a synthesis of the entire study and a...

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Bibliographic Details
Published inMathematics education research journal Vol. 25; no. 4; pp. 569 - 587
Main Author Attard, Catherine
Format Journal Article
LanguageEnglish
Published Dordrecht Springer Netherlands 01.12.2013
Springer
Springer Nature B.V
Subjects
Case Studies
Classroom Observation Techniques
Definitions
Departments
Education
Elementary School Students
Elementary Schools
Exhibits
Focus Groups
Interviews
Learner Engagement
Longitudinal Studies
Mathematics Activities
Mathematics attitudes
Mathematics Education
Mathematics Instruction
Mathematics teaching
Middle school education
Middle school students
Middle years
National Curriculum
Observation
Original Article
Pedagogy
Primary secondary education
Prior Learning
Secondary School Students
Secondary Schools
Student Attitudes
Student engagement
Student Motivation
Student Participation
Student teacher relationship
Teacher Student Relationship
Teaching methods
Young Adults
Pedagogical relationships
Engagement
Mathematics
Pedagogy
Middle years
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ISSN1033-2170
2211-050X
DOI10.1007/s13394-013-0081-8

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Summary:This article is a report on a longitudinal case study that investigated the problem of lowered engagement with mathematics and students' perspectives of the factors that influenced their engagement during the middle years of schooling. The article provides a synthesis of the entire study and a summary of its findings. In order to address the research question a group of 20 students from within the same school cohort participated in the study spanning three school years from their final year of primary school, to their second year of secondary school. Data was collected through interviews, focus group discussions, and classroom observations. A major finding of this study was that positive pedagogical relationships between teachers and their students must be developed as a foundation for sustained engagement. [Author abstract]
Bibliography:Refereed article. Includes bibliographical references.
Mathematics Education Research Journal; v.25 n.4 p.569-587; December 2013
SourceType-Scholarly Journals-1
ObjectType-Feature-1
content type line 14
ISSN:1033-2170
2211-050X
DOI:10.1007/s13394-013-0081-8