This paper examines the learning by students who were participating in a project designed to promote persistence while working on mathematical tasks. We examined their learning of mathematics concepts and learning about the processes of engaging in mathematical tasks. There were substantial increases in students’ knowledge of angles and also evidence that the students built on their prior knowledge, made connections between concepts, found the tasks rewarding, valued concrete materials and engaged in mathematical communication.
|Publication status||Published - 2016|
- Persistence, mathematical tasks, primary