Enjoyable Mathematics Lessons Can Be Contagious
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| Title: | Enjoyable Mathematics Lessons Can Be Contagious |
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| Language: | English |
| Authors: | Feng, Maggie, Bobis, Janette, O'Connor, Bronwyn Reid, Way, Jennifer, Mathematics Education Research Group of Australasia (MERGA) |
| Source: | Mathematics Education Research Group of Australasia. 2023. |
| 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: | 2023 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Grade 3 Primary Education Grade 4 Intermediate Grades |
| Descriptors: | Mathematics Instruction, Teaching Methods, Grade 3, Grade 4, Elementary School Students, Preferences, Influences, Student Attitudes, Teacher Student Relationship, Teacher Behavior, Foreign Countries, Catholic Schools, Mathematics Education |
| Geographic Terms: | Australia |
| Abstract: | The current study explored the reasons for students' preferences for the teach-first and task-first lesson structures, and whether students' preferences were influenced by their perceptions of the teacher's preference. Students (n=18) from two composite Year 3 and 4 classes (aged 8-10 years) completed a post-lesson drawing task and participated in a semi-structured interview following a series of lessons. Findings indicated students had a variety of reasons for their preference of lesson structure. Most focus students reported noticing aspects of the teacher's enjoyment during instruction. The results have implications for the way teachers inadvertently influence their students' own enjoyment of and preferences for instructional approaches. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | ED631551 |
| Database: | ERIC |
| Abstract: | The current study explored the reasons for students' preferences for the teach-first and task-first lesson structures, and whether students' preferences were influenced by their perceptions of the teacher's preference. Students (n=18) from two composite Year 3 and 4 classes (aged 8-10 years) completed a post-lesson drawing task and participated in a semi-structured interview following a series of lessons. Findings indicated students had a variety of reasons for their preference of lesson structure. Most focus students reported noticing aspects of the teacher's enjoyment during instruction. The results have implications for the way teachers inadvertently influence their students' own enjoyment of and preferences for instructional approaches. |
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