Challenging teacher beliefs about student engagement in mathematics

Bobis, Janette; Way, Jennifer; Anderson, Judy; Martin, Andrew J.

doi:10.1007/s10857-015-9300-4

Cited by 47 publications

(38 citation statements)

References 46 publications

(59 reference statements)

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“…The current study is situated within a large mixed-methods project (see description by Bobis, Way, Anderson, and Martin 2016) designed to research the decline in mathematics engagement and achievement during the middle years of schooling. The larger project used cross-sectional and longitudinal research designs with quantitative and qualitative methods in order to discover broad pedagogical characteristics of mathematics teachers and inform an intervention program.…”

Section: The Current Studymentioning

confidence: 99%

Motivation and engagement in mathematics: a qualitative framework for teacher-student interactions

et al. 2017

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Section: The Current Studymentioning

confidence: 99%

Motivation and engagement in mathematics: a qualitative framework for teacher-student interactions

et al. 2017

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“…Aktivitas seperti ini harus tetap dilakukan di dalam kelas untuk mempertahankan motivasi dan keterlibatan siswa dalam bermatematika. Bobis et al (2016) menjelaskan bahwa pertanyaan atau tugas terbuka adalah salah satu strategi yang dapat meningkatkan motivasi, mengaktifkan siswa melalui keterlibatan matematika dan mengeksplorasi situasi dalam masalah matematika. Dengan kata lain, guru perlu menggunakan pendekatan ini di kelas dalam rangka membina siswa untuk belajar matematika dengan cara yang bermakna (Intaros et al, 2014).…”

Section: Hasil Dan Pembahasanunclassified

Pengaruh Pemberian Soal Matematika Jenis Open-Ended Problems Terhadap Kemampuan Siswa Memecahkan Masalah Program Linier

Nissa

Lestari

Kumala³

2019

J. Prisma. Sains

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[Title: The Effect of Open-Ended Problems on Mathematics Problem toward Students' Ability in Solving Linear Program Problems]. Assessing students' abilities in solving linear program problems with simple mathematical problems cannot provide authentic assessments, so it is necessary to use mathematical problems with open-ended problems. The purpose of this study is to determine the effect of giving open-ended problems to the students' ability to solve linear program problems. This research is an experiment with a sample group of 28 students of 11th grades IPA-2 of SMA Negeri 7 Mataram. Data was collected through tests and interviews statistically analyzed both descriptively and inferentially. The mathematical tests used in this study have been tested for validity and reliability. Validity test based on expert judgment and reliability testing using product-moment correlation. Pre-test and post-test data have been tested that both are normally distributed and homogeneous. Homogeneity test uses F-test statistics and normality test uses the interpretation of skewness and kurtosis. The influence test is performed using the one-tailed statistical t-test. Student problem-solving performance was assessed using a holistic rubric. All data is processed using data analysis tools on Microsoft Excel. The results showed the average test score of students at the time of the pre-test was 39.58 which then increased at the time of the post-test to 79.76. This increase is statistically significant as evidenced by the one-tail t-test where tcount = 37.33>ttable = 1.67 at α = 0.05 which means that Ho is rejected. So it can be concluded that there is an effect of giving open-ended problems to the students' ability to solve linear program problems.

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“…As Brady highlights, this result seems contrary to some other studies that found a correlation between discipline-based and educational mathematical beliefs, so this warrants further investigation. Bobis, Way, Anderson, and Martin (2015) also examined the beliefs of primary school teachers, and they found that the views were mediated by a range of personal and contextual factors, and their developing beliefs were influential in their professional development in mathematics education.…”

Section: Beliefsmentioning

confidence: 99%

Mathematics Education and the Affective Domain

Attard

Ingram

Forgasz

et al. 2016

Research in Mathematics Education in Australasia 2012-2015

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This is the fourth chapter on affective issues to appear in the Mathematics Education Research Group of Australasia (MERGA) reviews of research in mathematics education. In our review of topics and findings of studies that have been published in Australasia during the period 2012-2015, some themes and issues have been identified that appear noteworthy. Past reviews on affect and mathematics have noted a limited amount of theorising, with many studies providing description of teacher and student perceptions of affective issues. This does not appear to have changed significantly in this period, however it does appear that the foci of affective research within specific topics is beginning to broaden, with a shift in attention on student engagement and attitudes towards mathematics. It is noted that although research has increased in the area of engagement, there have been no substantive explorations of any links between engagement and academic achievement.

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Challenging teacher beliefs about student engagement in mathematics

Cited by 47 publications

References 46 publications

Motivation and engagement in mathematics: a qualitative framework for teacher-student interactions

Motivation and engagement in mathematics: a qualitative framework for teacher-student interactions

Pengaruh Pemberian Soal Matematika Jenis Open-Ended Problems Terhadap Kemampuan Siswa Memecahkan Masalah Program Linier

Mathematics Education and the Affective Domain

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