Teacher interest-led inquiry

unlocking teacher passion to enhance student learning experiences in primary mathematics

James A. Russo, Toby Russo

Research output: Contribution to journalArticleResearchpeer-review

Abstract

Building on recent research into the importance of positive teacher emotions for student learning experiences, the current study involved five upper primary teachers at a Victorian government school developing inquiry mathematics units built around topic areas of personal interest or passion. Respective students (n=88) elected to participate in one of five structured inquires developed by these teachers. Despite being given a mandate to let their own passion drive their topic choice, interviews with teachers indicated that they invariably anticipated the interests of students when selecting their topic. Moreover, although teachers enjoyed the experience of developing and delivering the inquiry units, their emotional responses were inextricably linked to the perceived student learning experience. Student questionnaire data revealed that participation in the inquiry units was associated with increases in students’ intrinsic motivation to learn mathematics. Students attributed positive evaluations to the opportunity to learn mathematics in a context in which they were personally engaged. Possible future research directions are discussed.
Original languageEnglish
Pages (from-to)701-717
Number of pages17
JournalInternational Electronic Journal of Mathematics Education
Volume14
Issue number3
DOIs
Publication statusPublished - 2019

Keywords

  • mathematics education
  • teacher enjoyment
  • student enjoyment
  • Teacher emotions
  • Inquiry-based Learning
  • primary education
  • teacher interest
  • Teacher passion

Cite this

@article{0a93b1ae7ec14326bc403e8c8bed2cd2,
title = "Teacher interest-led inquiry: unlocking teacher passion to enhance student learning experiences in primary mathematics",
abstract = "Building on recent research into the importance of positive teacher emotions for student learning experiences, the current study involved five upper primary teachers at a Victorian government school developing inquiry mathematics units built around topic areas of personal interest or passion. Respective students (n=88) elected to participate in one of five structured inquires developed by these teachers. Despite being given a mandate to let their own passion drive their topic choice, interviews with teachers indicated that they invariably anticipated the interests of students when selecting their topic. Moreover, although teachers enjoyed the experience of developing and delivering the inquiry units, their emotional responses were inextricably linked to the perceived student learning experience. Student questionnaire data revealed that participation in the inquiry units was associated with increases in students’ intrinsic motivation to learn mathematics. Students attributed positive evaluations to the opportunity to learn mathematics in a context in which they were personally engaged. Possible future research directions are discussed.",
keywords = "mathematics education, teacher enjoyment, student enjoyment, Teacher emotions, Inquiry-based Learning, primary education, teacher interest, Teacher passion",
author = "Russo, {James A.} and Toby Russo",
year = "2019",
doi = "10.29333/iejme/5843",
language = "English",
volume = "14",
pages = "701--717",
journal = "International Electronic Journal of Mathematics Education",
issn = "1306-3030",
number = "3",

}

Teacher interest-led inquiry : unlocking teacher passion to enhance student learning experiences in primary mathematics. / Russo, James A.; Russo, Toby.

In: International Electronic Journal of Mathematics Education, Vol. 14, No. 3, 2019, p. 701-717.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - Teacher interest-led inquiry

T2 - unlocking teacher passion to enhance student learning experiences in primary mathematics

AU - Russo, James A.

AU - Russo, Toby

PY - 2019

Y1 - 2019

N2 - Building on recent research into the importance of positive teacher emotions for student learning experiences, the current study involved five upper primary teachers at a Victorian government school developing inquiry mathematics units built around topic areas of personal interest or passion. Respective students (n=88) elected to participate in one of five structured inquires developed by these teachers. Despite being given a mandate to let their own passion drive their topic choice, interviews with teachers indicated that they invariably anticipated the interests of students when selecting their topic. Moreover, although teachers enjoyed the experience of developing and delivering the inquiry units, their emotional responses were inextricably linked to the perceived student learning experience. Student questionnaire data revealed that participation in the inquiry units was associated with increases in students’ intrinsic motivation to learn mathematics. Students attributed positive evaluations to the opportunity to learn mathematics in a context in which they were personally engaged. Possible future research directions are discussed.

AB - Building on recent research into the importance of positive teacher emotions for student learning experiences, the current study involved five upper primary teachers at a Victorian government school developing inquiry mathematics units built around topic areas of personal interest or passion. Respective students (n=88) elected to participate in one of five structured inquires developed by these teachers. Despite being given a mandate to let their own passion drive their topic choice, interviews with teachers indicated that they invariably anticipated the interests of students when selecting their topic. Moreover, although teachers enjoyed the experience of developing and delivering the inquiry units, their emotional responses were inextricably linked to the perceived student learning experience. Student questionnaire data revealed that participation in the inquiry units was associated with increases in students’ intrinsic motivation to learn mathematics. Students attributed positive evaluations to the opportunity to learn mathematics in a context in which they were personally engaged. Possible future research directions are discussed.

KW - mathematics education

KW - teacher enjoyment

KW - student enjoyment

KW - Teacher emotions

KW - Inquiry-based Learning

KW - primary education

KW - teacher interest

KW - Teacher passion

U2 - 10.29333/iejme/5843

DO - 10.29333/iejme/5843

M3 - Article

VL - 14

SP - 701

EP - 717

JO - International Electronic Journal of Mathematics Education

JF - International Electronic Journal of Mathematics Education

SN - 1306-3030

IS - 3

ER -