Seventh Graders' Motivations for Participating in Two Discussion‐Oriented Mathematics Classrooms

Jansen, Amanda

doi:10.1086/505438

Cited by 34 publications

(45 citation statements)

References 36 publications

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“…Functional beliefs about mathematics learning consisted of five statements about participating in mathematical discussions from Jansen (2006) and Schoenfeld (1985). The items were Likert scales; e.g., "If you are there throwing out your ideas, you could find a new way of doing a math problem."…”

Section: Study 1 Data Sourcesmentioning

confidence: 99%

Student achievement effects of technology-supported remediation of understanding of fractions

Ross

Bruce

2009

International Journal of Mathematical Education in Science and

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Section: Study 1 Data Sourcesmentioning

confidence: 99%

Student achievement effects of technology-supported remediation of understanding of fractions

Ross

Bruce

2009

International Journal of Mathematical Education in Science and

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“…Previous studies have shown how important student perspectives can be to understanding the teaching-learning process; for example, Young-Loveridge et al (2005) used the pupil"s voice to establish the need to increase communication in mathematics, Jansen (2006) discovered what motivates students to take part in classroom discussions and Esmonde et al (2009) showed how mathematics teaching can unintentionally reinforce existing inequities. However research using the pupils as co-researchers in setting out an agenda for change in mathematics teaching is not well represented in literature.…”

Section: Introductionmentioning

confidence: 99%

Learning mathematics—letting the pupils have their say

Lee

Johnston-Wilder

2012

Educ Stud Math

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Abstract:Pupil voice is an emerging force for change and improvement in many UK schools, but what is not fully understood is how best to access pupil voice within the specific context of secondary mathematics departments. This paper presents a research project designed to use pupils as co-researchers in increasing knowledge about how to improve learning in mathematics. Pupils within the school were selected and trained as "Ambassadors" to understand and disseminate innovative ways of learning mathematics into their school environment and to act to allow the voice of all the pupils in their year group to be heard. The project was intended both to raise the pupils' awareness of how learning mathematics could be different and to enable them to voice their newly-informed opinions about how best they learned mathematics. The pupils' current feelings about the way that they were taught mathematics were explored and but the focus of the project was on enabling the pupils to make informed decisions about how they felt their learning could be improved. The pupils' awareness of different ways of learning mathematics was raised by introducing them to alternative teaching approaches. The data generated was initially analysed by the pupils themselves in order to inform their teachers about their views and subsequently constant comparison analysis resulted in the outcomes reported here. The outcomes indicate that the students could have an important role in enabling schools to develop their teaching and improve their pupils' mathematical learning when that voice is both informed and authorised.Response to Reviewers: I have reviewed all references in the text and in the reference list and ensured that they are now all correct. Powered by Editorial Manager® and Preprint Manager® from Aries Systems Corporation AbstractPupil voice is an emerging force for change and improvement in many UK schools, but what is not fully understood is how best to access pupil voice within the specific context of secondary mathematics departments. This paper presents a research project designed to use pupils as coresearchers in increasing knowledge about how to improve learning in mathematics. Pupils within the school were selected and trained as "Ambassadors" to understand and disseminate innovative ways of learning mathematics into their school environment and to act to allow the voice of all the pupils in their year group to be heard. The project was intended both to raise the pupils" awareness of how learning mathematics could be different and to enable them to voice their newly-informed opinions about how best they learned mathematics. The pupils" current feelings about the way that they were taught mathematics were explored and but the focus of the project was on enabling the pupils to make informed decisions about how they felt their learning could be improved. The pupils" awareness of different ways of learning mathematics was raised by introducing them to alternative teaching approaches. The data generated was initially analysed by the pup...

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“…Jansen (2006) observed that middle-grades students who perceived themselves as less mathematically competent were less likely to engage in discussion. Kotsopoulos (2008) reported that when students engaged in small group work in mathematics class that students perceived as being less competent were often excluded from the small group discussion.…”

Section: Self-determination Theory As a Lens For Examining Mathematicmentioning

confidence: 98%

“…Predating Kosko's (2010) findings, student perceptions of mathematical competence have been linked to how students engage in discourse (e.g., Jansen, 2006;Kotsopoulos, 2008;McGraw, 2002). Jansen (2006) observed that middle-grades students who perceived themselves as less mathematically competent were less likely to engage in discussion.…”

Section: Self-determination Theory As a Lens For Examining Mathematicmentioning

confidence: 99%

Geometry students’ hedged statements and their self-regulation of mathematics

Kosko

2012

The Journal of Mathematical Behavior

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Seventh Graders' Motivations for Participating in Two Discussion‐Oriented Mathematics Classrooms

Cited by 34 publications

References 36 publications

Student achievement effects of technology-supported remediation of understanding of fractions

Student achievement effects of technology-supported remediation of understanding of fractions

Learning mathematics—letting the pupils have their say

Geometry students’ hedged statements and their self-regulation of mathematics

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