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Learning Mathematics through Sequences of Connected, Cumulative, and Challenging Tasks: A Self-Determination Theory Perspective

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Title: Learning Mathematics through Sequences of Connected, Cumulative, and Challenging Tasks: A Self-Determination Theory Perspective
Language: English
Authors: Jane Hubbard, Mathematics Education Research Group of Australasia (MERGA)
Source: Mathematics Education Research Group of Australasia. 2024.
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: 2024
Document Type: Speeches/Meeting Papers
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Grade 2
Primary Education
Descriptors: Self Determination, Learning Processes, Mathematics Education, Elementary School Students, Grade 2, Mathematics Skills, Student Attitudes, Sequential Approach, Educational Benefits, Difficulty Level, Problem Solving, Foreign Countries
Geographic Terms: Australia
Abstract: The current paper overviews a nine-month PhD study that investigated the impact of learning mathematics through sequences of challenging tasks on the mathematical competence and attitudes of Year 2 students (n = 59). Adopting a Self-Determination Theory lens, a pragmatist paradigm and a mixed-method design, the study found that at all levels of investigation and analysis, the experience of learning through sequences of connected, cumulative, and challenging tasks had positive benefits for Year 2 students.
Abstractor: As Provided
Entry Date: 2024
Accession Number: ED660992
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
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  Data: Learning Mathematics through Sequences of Connected, Cumulative, and Challenging Tasks: A Self-Determination Theory Perspective
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  Data: 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/
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  Data: The current paper overviews a nine-month PhD study that investigated the impact of learning mathematics through sequences of challenging tasks on the mathematical competence and attitudes of Year 2 students (n = 59). Adopting a Self-Determination Theory lens, a pragmatist paradigm and a mixed-method design, the study found that at all levels of investigation and analysis, the experience of learning through sequences of connected, cumulative, and challenging tasks had positive benefits for Year 2 students.
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      – Text: English
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      Pagination:
        PageCount: 8
    Subjects:
      – SubjectFull: Self Determination
        Type: general
      – SubjectFull: Learning Processes
        Type: general
      – SubjectFull: Mathematics Education
        Type: general
      – SubjectFull: Elementary School Students
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      – SubjectFull: Grade 2
        Type: general
      – SubjectFull: Mathematics Skills
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Sequential Approach
        Type: general
      – SubjectFull: Educational Benefits
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      – SubjectFull: Difficulty Level
        Type: general
      – SubjectFull: Problem Solving
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Australia
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      – TitleFull: Learning Mathematics through Sequences of Connected, Cumulative, and Challenging Tasks: A Self-Determination Theory Perspective
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