Researching Curriculum, Policy and Leadership in Mathematics Education

Way, Jennifer; Bobis, Janette; Lamb, Janeen; Higgins, Joanna

doi:10.1007/978-981-10-1419-2_4

Cited by 6 publications

(3 citation statements)

References 34 publications

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“…Furthermore, the extent to which students enjoy learning mathematics has been shown to be associated with both effort in mathematics (Pinxten et al, 2014) and achievement (House, 2006). However, not all students claim to enjoy learning mathematics (Markovits & Forgasz, 2017; Way et al, 2015) and this may be related to a range of factors including: teacher characteristics, teaching characteristics, classroom characteristics, assessments, achievement and the individual (Goodykoontz, 2008). With regards to teaching characteristics, the use of problem solving, or inquiry, approaches have been shown to improve students’ enjoyment of learning mathematics (Carmenzuli & Buhagiar, 2014; McGregor, 2014; Russo et al, 2021).…”

Section: Background Literaturementioning

confidence: 99%

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

Russo

Kalogeropoulos

Roche

2023

Asian Journal for Mathematics Education

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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.

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Section: Background Literaturementioning

confidence: 99%

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

Russo

Kalogeropoulos

Roche

2023

Asian Journal for Mathematics Education

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“…While overall trends have been stable over the review period in curriculum/policy (with an early decrease) and in assessment (with an early increase), these areas represent a substantial proportion of the corpus. Internationally, the picture is the same: curriculum, including curriculum reform, is a topic in Inglis and Foster's (2018) review, a TWG on Assessment in Mathematics Education was established at CERME in 2017, and curriculum and assessment represent a substantial discussion in the Australasian review (Serow, Callingham & Tout, 2016;Way, Bobis, Lamb & Higgins, 2016). Proceedings coded here intersect almost all other areas of discussion, with substantial policy imperatives in the UK occurring during the period of the review.…”

Section: Issues In Teaching and Learning Mathematicsmentioning

confidence: 99%

A comparative synthesis of UK mathematics education research: what are we talking about and do we align with international discourse?

Marks

Foster

Barclay

et al. 2020

Research in Mathematics Education

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A Comparative Synthesis of UK Mathematics Education Research: what are we talking about and do we align with international discourse?This paper makes an important and original contribution to the updating of methodological approaches to research syntheses. We analysed all 813 Proceedings of the British Society for Research into Learning Mathematics from 2003 to 2018, first using a quantitative corpus-survey and qualitative thematic coding and, again, independently, using topic modelling. We found strong convergence between findings from the different methods. We compare our findings to those from an earlier Proceedings review (1995)(1996)(1997)(1998)(1999)(2000)(2001)(2002) and to a recent review of the corpus of publications in the Journal for Research in Mathematics Education and Educational Studies in Mathematics, as well as to a review by the European Society for Research into Learning Mathematics and several other reviews. We found considerable similarity between the issues discussed, and similar trends over time. We conclude that the efficiency of topic modelling makes it a powerful option to include among a range of methodological approaches to research review.

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“…Many research studies (e.g., Ashcraft, 2002;Li et al, 2021;Perry, 2004;Way et al, 2020) over several decades continue to show the relationship between negative affect and mathematics teaching and learning. This is evidenced by the lack…”

Section: Introductionmentioning

confidence: 99%

Diverse Students’ Mathematical Wellbeing

Hill,

Hunter

2024

NZ J Educ Stud

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Supporting student wellbeing in schools is increasingly becoming a global priority. However, research and initiatives primarily focus on general wellbeing rather than subject-specific experiences. Given the pervasive levels of mathematics anxiety, negative attitudes, and disengagement in mathematics education, we argue for a more contextualised wellbeing approach. We define ‘mathematical wellbeing’ (MWB) as the fulfilment of values whilst learning mathematics accompanied by positive feelings (e.g., enjoyment) and functioning (e.g., engagement) in the discipline. We report on 3073 New Zealand Year Three to Eight students’ responses to a survey measuring their fulfilment of seven MWB values: accomplishments, cognitions, engagement, meaning, perseverance, positive emotions, and relationships. Students’ MWB was highest for relationships and perseverance and lowest for engagement and positive emotions; MWB declined from Years Three to Eight; females often rated higher MWB than males; school sociodemographic status was mostly not significant, whilst engagement and positive emotions differed across ethnicities. Research implications include understanding target areas to improve diverse students’ experiences and wellbeing in mathematics education.

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Researching Curriculum, Policy and Leadership in Mathematics Education

Cited by 6 publications

References 34 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

A comparative synthesis of UK mathematics education research: what are we talking about and do we align with international discourse?

Diverse Students’ Mathematical Wellbeing

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