Relevance as Perceived by High School Students in Decontextualized Mathematics Lessons [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).

Autor/inn/en	Adil, Aamina; Lee, Kihoon; Dietiker, Leslie
Titel	Relevance as Perceived by High School Students in Decontextualized Mathematics Lessons [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).
Quelle	(2022), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Relevance (Education); High School Students; Student Attitudes; Student Needs; Context Effect; Psychological Patterns; Interaction; Value Judgment; Mathematical Concepts; Concept Formation; Aesthetics + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Relevance; Relevanz; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Interaktion; Werturteil; Concept learning; Begriffsbildung; Ästhetik
Abstract	When mathematics educators work towards making mathematics more relevant, they often think about including more real-world applications into mathematics lessons. But what happens when a lesson is devoid of real-world contexts? In what ways can students find it relevant? This study explores how high school students perceived relevance when they were asked to describe their experiences during decontextualized mathematics lessons. Students highlighted how they found certain characteristics of the lessons to be useful in their learning and how they perceived relevance through different feelings experienced in the lessons. This, in turn, broadens our understanding of what relevance means to students. [For the complete proceedings, see ED630210.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01