Perceptions of challenging tasks and achievement by New Zealand students

Chris Linsell, Marilyn Holmes, Naomi Ingram, Sharyn Livy, Peter Arnold Sullivan

Research output: Contribution to conferenceOtherOther

Abstract

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.
Original languageEnglish
Pages661-665
Publication statusPublished - 2016

Keywords

  • Persistence, mathematical tasks, primary

Cite this

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title = "Perceptions of challenging tasks and achievement by New Zealand students",
abstract = "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.",
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Perceptions of challenging tasks and achievement by New Zealand students. / Linsell, Chris; Holmes, Marilyn; Ingram, Naomi; Livy, Sharyn; Sullivan, Peter Arnold.

2016. 661-665.

Research output: Contribution to conferenceOtherOther

TY - CONF

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AU - Holmes, Marilyn

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AU - Livy, Sharyn

AU - Sullivan, Peter Arnold

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AB - 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.

KW - Persistence, mathematical tasks, primary

M3 - Other

SP - 661

EP - 665

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