Journal article
Coming to Know and Do Mathematics with Disengaged Students
Mathematics Teacher Education and Development, Vol.16(2), pp.71-88
2014
Abstract
This case study explored how students disaffected with their school experience were scaffolded during their participation in a middle-school mathematics classroom. Of particular interest were the level of student engagement in discussion about the mathematics being presented by the teacher and the approach to doing mathematics being displayed by the students. It was found that scaffolding students' participation in middle-school mathematics promoted student engagement in discussion about mathematics and in the doing of mathematics. This was evidenced through increased participation by students in classroom discussions about mathematics, in the making and testing of conjectures related to mathematics tasks, and in the quantifying and modelling of mathematical tasks.
Details
- Title
- Coming to Know and Do Mathematics with Disengaged Students
- Authors
- Margaret Marshman (Author) - University of the Sunshine Coast - Faculty of Science, Health, Education and EngineeringRaymond Brown (Author) - Griffith University
- Publication details
- Mathematics Teacher Education and Development, Vol.16(2), pp.71-88
- Publisher
- Mathematics Education Research Group of Australasia Inc.
- Date published
- 2014
- ISSN
- 1442-3901
- Copyright note
- Copyright © 2014 Mathematics Education Research Group of Australasia Inc. Reproduced here with the permission in accordance with the publisher's copyright policy.
- Organisation Unit
- School of Education - Legacy; School of Education and Tertiary Access; University of the Sunshine Coast, Queensland
- Language
- English
- Record Identifier
- 99449264402621
- Output Type
- Journal article
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