The Importance of Flow for Secondary School Students' Experiences in Geometry

Autor/inn/en	Bergström, Tove; Gunnarsson, Gunilla; Olteanu, Constanta
Titel	The Importance of Flow for Secondary School Students' Experiences in Geometry
Quelle	In: International Journal of Mathematical Education in Science and Technology, 54 (2023) 6, S.1067-1091 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Olteanu, Constanta)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2021.1989511
Schlagwörter	Geometry; Mathematics Instruction; Spatial Ability; Geometric Concepts; Grade 9; Secondary School Students; Student Experience; Learning Activities; Time; Mathematics Skills; Barriers; Foreign Countries; Student Participation; Learning Strategies; Sweden + Suchen Sie Ihr Suchwort? Geometrie; Mathematics lessons; Mathematikunterricht; Räumliches Vorstellungsvermögen; Elementare Geometrie; School year 09; 9. Schuljahr; Schuljahr 09; Sekundarschüler; Studienerfahrung; Lernaktivität; Zeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Ausland; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schweden
Abstract	This article is intended to contribute to greater knowledge regarding the importance of flow and the time used to perform an activity, with a focus on students' mathematical experiences of 3D bodies. Thirty-one 9th-grade students took part in the study. Flow and variation theory was used in the analysis of lesson observations, submission tasks, audio recordings, logbooks, tests and nationwide tests. The results indicate that the selected mathematics problem is characterized by seven components, which serve as the basis for identifying intended critical aspects; a variation is evident in the balance between skills and challenges that is characterized by the critical aspects that the students discern; a variation is evident in the experience of flow that is dependent upon the students' approach to their work on various activities; the students' mathematical experiences are based, both short- and long-term, on discerned critical aspects and on the time spent on the activity that generates flow. Theoretical contributions as well as implications for teaching are presented at the end of the article. (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