How Grade Levels Shape Underperforming Elementary Student Preferences about Learning Mathematics in the Classroom

Autor/inn/en	Kalogeropoulos, Penelope; Russo, James; Roche, Anne
Titel	How Grade Levels Shape Underperforming Elementary Student Preferences about Learning Mathematics in the Classroom
Quelle	In: International Journal of Mathematical Education in Science and Technology, 54 (2023) 8, S.1380-1392 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2022.2158143
Schlagwörter	Instructional Program Divisions; Low Achievement; Elementary School Students; Preferences; Mathematics Education; Student Attitudes; Intervention; Mathematical Concepts; Teacher Student Relationship; Peer Relationship; Foreign Countries; Catholic Schools; Public Schools; Teaching Methods; Mathematics Achievement; Australia + Suchen Sie Ihr Suchwort? Unterdurchschnittliche Leistung; Mathematische Bildung; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Ausland; Katholische Schule; Public school; Öffentliche Schule; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Australien
Abstract	There is evidence that student attitudes towards mathematics become more negative as students move through their schooling. However, less is known about the different factors that shape student attitudes at various stages. This qualitative study sought to shed light on this issue and consider how stage of schooling influenced self-perceived supports for what helped underperforming students to learn mathematics. One hundred and seventy-nine students in Grades 2/3 and 5/6 completed a questionnaire before they participated in a mathematics intervention program, targeting students who had fallen behind in mathematics. Participating students were asked to complete the sentence stem. The best thing about learning mathematics in my classroom is…and answered the question: What helps you learn mathematics in the classroom? Thematic analysis revealed that the majority of younger students emphasized specific tasks (e.g. games) and mathematical content areas (e.g. counting) when describing the best thing about learning mathematics at school and were twice as likely to highlight such aspects compared with older students. By contrast, older students were far more likely to indicate the importance of being supported directly by their teacher or peers when learning mathematics, compared with younger students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01