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 |
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