Exploring Children’s Lived Experiences of NAPLAN

Howell, Angelique

doi:10.4324/9781315659312-13

Cited by 8 publications

(4 citation statements)

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“…In contrast, mathematical learning experiences that students viewed as boring or irrelevant negatively impacted on attitudes towards mathematics (Philippou & Christou, 1998;Reyes, 1984). Additionally, Howell (2016) reported students in the primary years to have negative attitudes towards mathematical assessment.…”

Section: Pedagogical Practice and Attitudes Towards Mathematicsmentioning

confidence: 92%

“…Doğan and Sönmez (2019) investigated attitudes towards mathematical games, while Bachman and colleagues (2016) explored attitudes in two different learning areas, mathematics and dance. Howell (2012Howell ( , 2016Howell ( , 2017 investigated attitudes towards standardised testing in Australia. Foley (2016) explored female, primary-aged students' attitudes towards mathematics, and Quane (2021) investigated the influence of peers on students' attitudes towards mathematics.…”

Section: Attitudes Towards Mathematicsmentioning

confidence: 99%

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The confluence of attitudes towards mathematics and pedagogical practice: evaluating the use of mathematical manipulatives

Quane

2024

Math Ed Res J

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The use of manipulatives to develop conceptual understanding is a prevalent practice in many mathematical learning experiences, particularly in the early years of schooling. From primary student perspectives, our understanding of the impact of manipulatives in mathematics education on students’ attitudes is limited. This study evaluates the impact of mathematical manipulatives on Young Children’s Attitudes Towards Mathematics (YCATM) by examining children’s drawings, as well as their written and verbal descriptions of their drawings from 106 year 2 and year 3 students. Classroom observations were conducted to investigate how attitudes towards mathematics are enacted during mathematical learning experiences. The modified three-dimensional model of attitude (MTMA) and Bruner’s experiential stages were used to investigate how manipulatives influence YCATM. Data analyses used systematic, numerical coding, and thematic and comparative approaches, employing inductive, deductive, and anticipatory coding for data from both lesson and non-lesson contexts. The findings suggest that young children enjoyed using manipulatives, contributing to their vision of mathematics and perceived competence. However, the transition between enactive, iconic, and symbolic experiences can contribute to the formation of negative attitudes. The present study also emphasizes the importance of context, content, and familiarity with the use of manipulatives.

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Section: Pedagogical Practice and Attitudes Towards Mathematicsmentioning

confidence: 92%

Section: Attitudes Towards Mathematicsmentioning

confidence: 99%

The confluence of attitudes towards mathematics and pedagogical practice: evaluating the use of mathematical manipulatives

Quane

2024

Math Ed Res J

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“…Various disputes about educational provisions and procedures that would previously have been couched in mere technical terms, relating to effectiveness and feasibility, or to important but non-justice-relevant values, are now conceptualised as debates about social justice in education. Those include, to name a few examples, worries about provisions for education (Courtney, 2015), fears that over-emphasis on academic attainment increases stress in the lives of students and reduces their engagement with learning (Howell, 2015;Hutchings et al, 2016;Horgan, 2007;Kulz, 2014) and even disputes over the relative importance of teacher autonomy, professionalism and accountability (Sahlberg, 2011).…”

Section: Imentioning

confidence: 99%

Seeking the Common Good in Education Through a Positive Conception of Social Justice

Arthur

Kristjánsson

Vogler

2020

British Journal of Educational Studies

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Where a licence is displayed above, please note the terms and conditions of the licence govern your use of this document.When citing, please reference the published version. Take down policyWhile the University of Birmingham exercises care and attention in making items available there are rare occasions when an item has been uploaded in error or has been deemed to be commercially or otherwise sensitive.

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“…More recently, in addition to the aggregated data sharing as an outcome of the process, the body of research about the impact of NAPLAN on individual students' well-being as participants of the process is increasing, though the lack of voice given to students continues to be a distinguishing feature (Howell, 2015). Furthermore, little research has been undertaken about the journey of participants over a NAPLAN cycle, that is, during the preparation, participation and completion of the assessment, and the period after when results of student performance are received; and explicitly from the perspective of students through their own visual depictions and accompanying words (Swain, Pendergast, & Cumming, 2018).…”

Section: Introductionmentioning

confidence: 99%

Student voice: Student feelings as they journey through National Assessment (NAPLAN)

Swain

Pendergast

2018

Australian Journal of Education

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This study explored students' feelings during the Australian National Assessment Program -Literacy and Numeracy. It features student voice depicted as self-drawn images accompanied by words as they journeyed through four phases of the NAPLAN process: preparation, participation, completion and results. The 34 students in Years 3, 5 and 7 attended one of two Queensland primary schools with divergent approaches to National Assessment Program -Literacy and Numeracy. One-hundred and thirty-six images accompanied by 372 words were collected. School A allocated considerable time to test readiness and emphasised the importance of National Assessment Program -Literacy and Numeracy while School B engaged in minimal preparation and did not highlight National Assessment Program -Literacy and Numeracy as important. We explored similarities or differences in how students from each site reported their feelings. Our exploration reveals an overall trend of negative images and words during the preparation and participation phases followed by more positive depictions when the tests are complete and results are received. Furthermore, School A participants reported more negative feelings in the preparation and testing phases across all year levels.

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Exploring Children’s Lived Experiences of NAPLAN

Cited by 8 publications

References 0 publications

The confluence of attitudes towards mathematics and pedagogical practice: evaluating the use of mathematical manipulatives

The confluence of attitudes towards mathematics and pedagogical practice: evaluating the use of mathematical manipulatives

Seeking the Common Good in Education Through a Positive Conception of Social Justice

Student voice: Student feelings as they journey through National Assessment (NAPLAN)

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