File(s) under permanent embargo
Experiencing teaching and learning quantitative reasoning in a project-based context
journal contribution
posted on 2023-05-18, 22:15 authored by Tracey MuirTracey Muir, Kim Beswick, Rosemary CallinghamRosemary Callingham, Jade, KThis paper presents the findings of a small-scale study that investigated the issues and challenges of teaching and learning about quantitative reasoning (QR) within a project-based learning (PjBL) context. Students and teachers were surveyed and interviewed about their experiences of learning and teaching QR in that context in contrast to teaching and learning mathematics in more traditional settings. The grade 9–12 student participants were characterised by a history of disengagement with mathematics and school in general, and the teacher participants were non-mathematics specialist teachers. Both students and teachers were new to the PjBL situation, which resulted in the teaching/learning relationship being a reciprocal one. The findings indicated that students and teachers viewed QR positively, particularly when compared with traditional mathematics teaching, yet tensions were identified for aspects such as implementation of curriculum and integration of relevant mathematics into projects. Both sets of participants identified situations where learning QR was particularly successful, along with concerns or difficulties about integrating QR into project work. The findings have implications for educators, who may need to examine their own approaches to mathematics teaching, particularly in terms of facilitating student engagement with the subject.
History
Publication title
Mathematics Education Research JournalVolume
28Issue
4Pagination
479-501ISSN
1033-2170Department/School
Faculty of EducationPublisher
Springer NetherlandsPlace of publication
The NetherlandsRights statement
Copyright 2016 Mathematics Education Research Group of Australasia, Inc.Repository Status
- Restricted