Improving Student Motivation and Engagement in Mathematics through One-to-One Interactions
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| Title: | Improving Student Motivation and Engagement in Mathematics through One-to-One Interactions |
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| Language: | English |
| Authors: | Way, Jennifer, Reece, Amelia, Bobis, Janette, Anderson, Judy, Martin, Andrew, Mathematics Education Research Group of Australasia |
| Source: | Mathematics Education Research Group of Australasia. 2015Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (38th, Sunshine Coast, Queensland, Australia, 2015). |
| Availability: | 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/ |
| Peer Reviewed: | N |
| Page Count: | 8 |
| Publication Date: | 2015 |
| Sponsoring Agency: | Australian Research Council Archdiocese of Sydney, New South Wales (Australia). Catholic Education Office. |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Education Level: | Primary Education Early Childhood Education Elementary Education |
| Descriptors: | Foreign Countries, Student Motivation, Learner Engagement, Mathematics Education, Mathematics Instruction, Mathematics Achievement, Primary Education, Elementary School Mathematics, Elementary School Students, Motivation Techniques, Teacher Attitudes, Teaching Methods, Individual Instruction, Teacher Student Relationship, Semi Structured Interviews, Observation, Video Technology, Mixed Methods Research, Longitudinal Studies, Questionnaires, Case Studies, Catholic Schools, Data Analysis, Educational Practices, Mastery Learning, Self Management, Student Evaluation, Progress Monitoring, Prompting, Classroom Techniques, Classroom Environment, Nonverbal Communication |
| Geographic Terms: | Australia |
| Abstract: | The phenomenon of the "middle-years dip" in mathematics engagement and achievement has been a cause of concern for over a decade. This paper presents an example of one upper-primary classroom identified as having higher than average levels of student engagement, with the purpose of documenting specific teaching strategies that align with known key elements of motivation and engagement. Drawing on evidence from teacher interviews, observation notes and lesson video with recorded dialogue, we argue that particular types of one-to-one interactions between teacher and student can have a powerful influence on student engagement. |
| Abstractor: | As Provided |
| Number of References: | 20 |
| Entry Date: | 2017 |
| Accession Number: | ED572532 |
| Database: | ERIC |
| Abstract: | The phenomenon of the "middle-years dip" in mathematics engagement and achievement has been a cause of concern for over a decade. This paper presents an example of one upper-primary classroom identified as having higher than average levels of student engagement, with the purpose of documenting specific teaching strategies that align with known key elements of motivation and engagement. Drawing on evidence from teacher interviews, observation notes and lesson video with recorded dialogue, we argue that particular types of one-to-one interactions between teacher and student can have a powerful influence on student engagement. |
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