Exploring informal mathematical products of low achievers at the secondary school level

Karsenty, Ronnie; Arcavi, Abraham; Hadas, Nurit

doi:10.1016/j.jmathb.2007.05.003

Cited by 21 publications

(13 citation statements)

References 22 publications

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“…We aimed to make the Mathematics Week a combination of learning and gaming. Moreover, Karsenty et al (2007) has suggested that interesting task and informal approach can effectively increase the learning intention in Mathematics of the relatively low-achieving students. This can avoid their resistance on learning at the aspect with no confidence while the conventional learning ways cannot resolve.…”

Section: Qualitative Evaluation Of Reflective Journalsmentioning

confidence: 99%

Transformation and Development of University Students through Service-Learning: a Corporate-Community-University Partnership Initiative in Hong Kong (Project WeCan)

Shek

M.S.

Yang

2019

Applied Research Quality Life

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As service-learning is still at its infancy in Hong Kong, there is a need to systematically evaluate the effectiveness of service-learning projects and bring important implications to the curriculum. In this study, we evaluated the effectiveness of a service-learning initiative that involved a corporate-community-university partnership (Project WeCan). In total, 138 university students (service providers) were included. We evaluated the project through three mechanisms. First, pretest and posttest data showed that students changed in the positive direction in terms of the intended learning outcomes in the civic engagement, cognitive and academic domains. Second, students showed positive changes in terms of psychosocial competencies and self-leadership. Finally, qualitative analyses of the reflective journals showed that students demonstrated positive changes in the areas of social responsibility, interpersonal competence, and intrapersonal skills. The findings underscore the utility of service-learning as an effective pedagogy to promote holistic development of university students.

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Section: Qualitative Evaluation Of Reflective Journalsmentioning

confidence: 99%

Transformation and Development of University Students through Service-Learning: a Corporate-Community-University Partnership Initiative in Hong Kong (Project WeCan)

Shek

M.S.

Yang

2019

Applied Research Quality Life

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“…There was also evidence supporting Hughes' (1991) finding (with younger children), that learners may be comfortable using symbols representing quantities before symbols representing operations. Consider Figure 10, where a thirteen-year-old student independently introduced an addition sign to a containers-based representation (his preferred form), indicating understanding that his strategy for the division task set (100 people in 25-seater buses) was equivalent to repeated addition of 25 up to a total of 100.…”

Section: Figure 7: Factors Of 30mentioning

confidence: 61%

“…For example, observe the mixing of drawn organisational and decorative elements with number symbols, as seen in Figure 3 There are many theoretical, methodological and pedagogical issues relating to students' own representational strategies for arithmetical problem-solving. Karsenty et al (2007) argue that teachers' appreciation and legitimisation of students' informal mathematical products is crucial for the developing understanding of low-attaining students. This may happen in Early Years education; however, for secondary-aged students, they are much less likely to be expected, encouraged or appreciated.…”

Section: Introductionmentioning

confidence: 99%

Low-attaining students’ representational strategies: tasks, time, efficiency, and economy

Finesilver

2017

Oxford Review of Education

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There are many potential ways to represent arithmetical tasks, but students' choices may be limited by beliefs that only certain standardised representations are 'legitimate' in school mathematics. Furthermore, concern for the quantity and speed of 'work done' can override opportunities for meaningful engagement with the content. This paper draws on a sample of the informal representational strategies observed during a microanalytic study of 11-15 year old students with low prior attainment in mathematics. In absence of pressure to provide quick answers, or to obtain them in a prescribed manner, students worked flexibly, participating in arithmetical reasoning, attempting and succeeding in tasks they were previously unable to engage with. The relationships between representational strategies, economy and efficiency are discussed in relation to multiplicative thinking. These have pedagogical implications for the representational expectations placed on students with difficulties in mathematics, particularly in learning support and intervention contexts.

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“…The cognitive characteristics of underachieving math students include, but are not limited to, difficulties in remembering mathematical procedures (Karsenty et al, 2007), continual seeking of teacher's attention, difficulty in advancing by their own efforts (Brophy, 1996), inflexible use of previously accrued mathematical knowledge (Verscchaffel & De Corte, 1995), and difficulty in coping with the language of mathematics in both reading and writing (Karsenty et al, 2007). All these issues aside, these students have metacognitive difficulties, e.g., in using heuristic methods to solve problems (Keijzer & Terwel, 2004).…”

Section: Literature Review Underachieving Math Students: Who Are They and What Are Their Characteristics?mentioning

confidence: 99%

Lesson Plans as a Mirror: A Close Look at Planning of Work with Underachieving Students

Guberman¹,

Tsybulsky²

2021

INT ELECT J MATH ED

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The study investigates mathematics lesson plans that teachers produced for re-teaching purposes. Its goal is to determine which aspects of mathematics-content knowledge are expressed in lesson plans on the topic of fractions prepared by primary math teachers and intended for underachieving students, and to see how these aspects are manifested.The data were gathered in an analysis of forty-nine lesson plans that the participating teachers prepared. The data were analysed in two phases: (1) a category analysis of the plans and (2) a statistical analysis of the data obtained, via cluster analysis and ANOVA tests.The findings point to four types of teachers in terms of their mathematical knowledge: (1) those whose knowledge is faulty; (2) those who have incomplete or scanty understanding of math but know how to phrase a mathematical idea correctly; (3) those who understand mathematical content well but are not strict about correctly describing the "mathematics" that they teach in the lesson; and (4) those thoroughly versed in mathematics, from whose lesson plans one may infer both correct wording of the mathematical idea and consistently correct use of mathematical concepts and principles. Despite the differences in their content knowledge, teachers of all four types planned to teach their students at a procedural level while attempting to impart conceptual knowledgemost likely because they expect little of their underachieving students. Practical recommendations derived from the study are offered.

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Exploring informal mathematical products of low achievers at the secondary school level

Cited by 21 publications

References 22 publications

Transformation and Development of University Students through Service-Learning: a Corporate-Community-University Partnership Initiative in Hong Kong (Project WeCan)

Transformation and Development of University Students through Service-Learning: a Corporate-Community-University Partnership Initiative in Hong Kong (Project WeCan)

Low-attaining students’ representational strategies: tasks, time, efficiency, and economy

Lesson Plans as a Mirror: A Close Look at Planning of Work with Underachieving Students

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