Early Adolescents' Views on Engagement and Achievement in Mathematical Learning

Autor/inn/en	Nicholas, Karen; Fletcher, Jo
Titel	Early Adolescents' Views on Engagement and Achievement in Mathematical Learning
Quelle	In: Journal of Research in Childhood Education, 31 (2017) 1, S.40-52 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2016.1243598
Schlagwörter	Foreign Countries; Early Adolescents; Secondary School Students; Elementary School Students; Student Attitudes; Learner Engagement; Mathematics Achievement; Academic Aspiration; Immigrants; Socioeconomic Status; Preferences; Mathematics Skills; Computer Games; Worksheets; Mathematical Concepts; Mathematics Education; Data Collection; Data Analysis; Grounded Theory; Interviews; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Schülerverhalten; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Immigrant; Immigrantin; Immigranten; Socio-economic status; Sozioökonomischer Status; Mathematics ability; Computer game; Computerspiel; Computerspiele; Mathematische Bildung; Data capture; Datensammlung; Auswertung; Interviewing; Interviewtechnik; Neuseeland
Abstract	By giving early adolescents in their last 2 years of primary/elementary schooling opportunities to voice their ideas, teacher educators, school leaders, and teachers gain insight into how children view their mathematics learning. This article explores the views and aspirations of 34 11- to 13-year-old students from a range of socioeconomic schools within New Zealand. They represent students from a variety of cultural ethnicities and achievement levels in mathematics. The study found that children who were new immigrants who were situated within low and middle socioeconomic schools were grouped together in the bottom band of achievement in mathematics. Also, the students identified by their teachers as average and below average in mathematics preferred to continue practicing their basic number facts, play computer games, and complete worksheets. Of concern is the finding that most of the students did not like discussing deeper mathematical conceptual understandings. Many, despite having positive attitudes toward mathematics, were anxious about the transition to secondary schooling, where they perceived mathematical learning would be more complex and "harder." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01