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 integrated 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. Participation 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 language | English |
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Title of host publication | Mathematics Education Research: Impacting Practice |
Subtitle of host publication | Proceedings of the 42nd annual conference of the Mathematics Education Research Group of Australasia |
Editors | Gregory Hine, Susan Blackley, Audrey Cooke |
Place of Publication | Adelaide SA Australia |
Publisher | Mathematics Education Research Group of Australasia (MERGA) |
Pages | 612-619 |
Number of pages | 8 |
Publication status | Published - 2019 |
Event | Annual conference of the Mathematics Education Research Group of Australasia 2019 - Curtin University, Perth, Australia Duration: 30 Jun 2019 → 4 Jul 2019 Conference number: 42nd https://merga.net.au/Public/Publications/Annual_Conference_Proceedings/2019-MERGA-conference-proceedings.aspx (Proceedings) |
Conference
Conference | Annual conference of the Mathematics Education Research Group of Australasia 2019 |
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Abbreviated title | MERGA 2019 |
Country/Territory | Australia |
City | Perth |
Period | 30/06/19 → 4/07/19 |
Internet address |
Keywords
- mathematics education
- Student experience
- teacher emotions
- primary education
- student enjoyment
- teacher enjoyment
- Inquiry-based Learning