141463 - Introducing WebQuests in Mathematics.pdf (462.15 kB)
Introducing WebQuests in Mathematics: a study of Qatari students' reactions and emotions
journal contribution
posted on 2023-05-20, 18:49 authored by Carol MurphyCarol Murphy, Calder, N, Mansour, N, Abu-Tineh, AThere is a need to investigate didactic strategies that can enhance engagement in science and mathematics education. This paper reports on the introduction of WebQuests, as part of collaborative inquiry, to enhance students’ engagement in their mathematics lessons in Qatar. We present interview data gathered from eight student focus groups (grades 5 to 9) before and after the introduction of WebQuest lessons. Constant comparative analysis was used to examine students’ reactions to using WebQuests in developing student-directed learning and collaboration in relation to support for learning. The analysis identified prospective reactions that were often confirmed retrospectively following the WebQuest lessons. These reactions were further analysed as external expressions of affect encoded by trait-like emotions that were similar to Goldin et al.’s (2011) notion of engagement structures. We suggest that the confirmation of reactions and emotions was influenced by students’ levels of tolerance for ambiguity as a common element across engagement structures.
Funding
Qatar National Science Foundation
History
Publication title
International Electronic Journal of Mathematics EducationVolume
15Article number
em0603Number
em0603Pagination
1-18ISSN
1306-3030Department/School
Faculty of EducationPublisher
ModestumPlace of publication
TurkeyRights statement
Copyright 2020 The Authors. Licensed under Creative Commons Attribution 4.0 International (CC BY 4.0) https://creativecommons.org/licenses/by/4.0/Repository Status
- Open