AARE 2008 - Student (dis) engagement in mathematics.pdf (66.92 kB)
Student (dis)engagement in mathematics
conference contribution
posted on 2023-05-23, 08:12 authored by Fielding-Wells, J, Makar, KNational and international studies show Australian students to be mathematically capable, yet disinterested and disengaged from the subject, perceiving it to be boring, irrelevant and difficult. Inquiry-based learning aims to contextualise mathematical learning in ways which situate it within authentic problems, with knowledge and meaning developed through discourse and representation; however, little research has been undertaken to determine whether inquiry-based learning improves student engagement. A framework based on the work of Kong, Wong and Lam (2003) is used to identify probable variables affecting engagement. The survey data collected from primary students (ages 8-12, n = 209) were compared between those with experience in inquiry-based learning and those without. Engagement scores of students involved in inquiry indicated markedly higher interest, increased attentiveness and decreased frustration; suggesting the potential for inquiry to halt or reverse the pattern of declining interest among students. With current trends of capable but disengaged students, this research may be an early indicator of a way ahead in mathematics education.
History
Publication title
Proceedings of the 2008 Australian Association of Research in Education ConferenceEditors
P.L. JeffreyPagination
1-10Department/School
Faculty of EducationPublisher
Australian Association of Research in EducationPlace of publication
AustraliaEvent title
Australian Association of Research in Education Conference 2008Event Venue
Brisbane, QueenslandDate of Event (Start Date)
2008-11-30Date of Event (End Date)
2008-12-04Rights statement
Copyright 2009 the AuthorsRepository Status
- Open