Students' Willingness to Engage with Mathematical Challenges: Implications for Classroom Pedagogies [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014).

Autor/inn/en	Sullivan, Peter; Clarke, Doug; Cheeseman, Jill; Mornane, Angela; Roche, Anne; Sawatzki, Carly; Walker, Nadia
Institution	Mathematics Education Research Group of Australasia
Titel	Students' Willingness to Engage with Mathematical Challenges: Implications for Classroom Pedagogies [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014).
Quelle	(2014), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Student Attitudes; Preferences; Mathematics Activities; Difficulty Level; Middle School Students; Secondary School Students; Pretests Posttests; Learning Strategies; Mathematics Achievement; Teaching Methods; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Schülerverhalten; Schwierigkeitsgrad; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Sekundarschüler; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Australien
Abstract	As part of a project exploring various aspects of teachers' choice and use of challenging mathematics tasks, we sought some responses from students on their preferences for the difficulty of tasks on which they might work and also on the ways of working. Despite the common finding that teachers are reluctant to pose challenges to their students for fear of adverse reactions, many students reported that they prefer tasks to be somewhat challenging and many prefer to work on the tasks before having the process explained by the teacher. An important finding was the diversity of student preferences. There are implications for the information that educators offer to teachers on structuring their lessons. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01