Effectively Utilising Teaching Assistants to Support Mathematics Learning: Some Insights from the Getting Reading in Numeracy (G.R.I.N.) Program

Kalogeropoulos, Penelope; Russo, James; Russo, Toby; Sullivan, Peter

doi:10.29333/iejme/8314

Cited by 3 publications

(1 citation statement)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Within the context of the current study, we operationalize underachieving students in mathematics in line with the selection criteria put forward in the Getting Ready in Numeracy (GRIN) intervention program (Kalogeropoulos et al, 2020a(Kalogeropoulos et al, , 2020b. Specifically, the notion of underachieving students in mathematics refers to those students:…”

Section: Background Literature 21 Underachievementmentioning

confidence: 99%

Exploring underachieving students’ views of, and attitudes towards, mathematics across stage of schooling

Russo

Kalogeropoulos

Roche

2023

Asian Journal for Mathematics Education

View full text Add to dashboard Cite

Students enjoy mathematics less as they move through their schooling and this may be reflective of more negative attitudes towards learning mathematics in general; although not necessarily less valuing of mathematics as a discipline. However, little is known about how stage of schooling influences the relationship between viewing mathematics as problem solving and student attitudes towards mathematics. To address this gap, 123 Australian primary and secondary students identified by their teachers as underachieving in mathematics completed a questionnaire exploring their attitudes towards, and views of, mathematics. We found that although attitudes towards mathematics became more negative as year level increased, this was entirely driven by students enjoying mathematics less; neither their valuing of mathematics, nor their ability to cope with mathematics declined. Similarly, the extent to which students held a problem-solving view of mathematics was unrelated to stage of schooling. Interestingly, however, we also found that students who viewed mathematics as being fundamentally about problem solving were more likely to value mathematics as a discipline, and that this was particularly the case for secondary school students. We discuss how providing opportunities for secondary school students, including underachieving students, to engage with open-ended problem-solving tasks may lead to perceptions of mathematics as useful, purposeful, and important.

show abstract

Section: Background Literature 21 Underachievementmentioning

confidence: 99%

Exploring underachieving students’ views of, and attitudes towards, mathematics across stage of schooling

Russo

Kalogeropoulos

Roche

2023

Asian Journal for Mathematics Education

View full text Add to dashboard Cite

show abstract

Supportive Factors in Inclusive Mathematics Education: Mathematics Teachers’ Perspective

2023

View full text Add to dashboard Cite

The aim of this study is to investigate which supportive factors positively influence inclusive mathematics education so that it is accessible to all pupils in mainstream primary and secondary school settings from the mathematics teachers’ perspectives. The study is designed as a qualitative descriptive study. It was conducted by collecting 16 narratives about selected pupils/students provided by mathematics teachers. In them, they described their experiences with inclusive mathematics education. Teachers provided information about their pupils with any form of disability (health, social, or other) or an increased need for support and about their situations in mathematics education and inclusion. The stories were structured by the researchers into units of meaning, numerically coded, content-analyzed, and categorized. Participants in the study were 16 mathematics teachers who were working in mainstream schools. From the stories, we identified 583 meaning units that were assigned a numerical code. Using continuous qualitative analysis procedures, we abstracted five main final categories that describe the support factors in inclusive mathematics education from the mathematics teachers’ perspective in terms of including every pupil without distinction, including those who require some level of additional support. The final categories include: 1. Identifying the pupil’s/student’s internal resources in mathematics education 2. The mathematics teacher’s responsive approach toward the pupil/student 3. Modifying conditions in mathematics instruction and implementing accommodations for pupils/students 4. School-family collaboration 5. Support mechanisms for the school as an institution in the context of inclusive mathematics education.

show abstract

Challenges of Special Education Teachers in Inclusive Mathematics Teaching in Primary Schools: A Preliminary Study

Mahmud,

Zainal,

2023

PICSAR

View full text Add to dashboard Cite

Teaching and learning mathematics in an inclusive manner is growing, primarily to ensure that students with special needs receive equal education with mainstream students. Therefore, this study was carried out in order to identify the challenges that teachers face when implementing inclusive mathematics teaching in primary schools. This qualitative study employs a case study design with two outstanding special education teachers who are involved in inclusive education programmes in primary schools. Data collection method was done using semi-structured interviews and field notes. The data obtained were analyzed using the constant comparative analysis method to determine themes and sub-themes. The findings of the study found that special education teachers face various challenges in teaching mathematics in an inclusive manner, namely lack of pedagogical content knowledge to teaching mathematics in inclusive classrooms, dense classes, problems of subject teachers' attitudes and motivations, bullying problems between mainstream students and special needs students, and problems in ensuring effective communication in inclusive classes. This study expands the knowledge and literature about the challenges faced by special education teachers in primary schools in implementing inclusive teaching. Various initiatives must be taken to ensure that all challenges can be overcome and that inclusive mathematics teaching can be implemented effectively.

show abstract

Effectively Utilising Teaching Assistants to Support Mathematics Learning: Some Insights from the Getting Reading in Numeracy (G.R.I.N.) Program

Cited by 3 publications

References 9 publications

Exploring underachieving students’ views of, and attitudes towards, mathematics across stage of schooling

Exploring underachieving students’ views of, and attitudes towards, mathematics across stage of schooling

Supportive Factors in Inclusive Mathematics Education: Mathematics Teachers’ Perspective

Challenges of Special Education Teachers in Inclusive Mathematics Teaching in Primary Schools: A Preliminary Study

Contact Info

Product

Resources

About