The impact of teacher interest-led inquiry on the student learning experience

Toby Russo, James Russo

Research output: Chapter in Book/Report/Conference proceedingConference PaperResearchpeer-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 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 languageEnglish
Title of host publicationMathematics Education Research: Impacting Practice
Subtitle of host publicationProceedings of the 42nd annual conference of the Mathematics Education Research Group of Australasia
EditorsGregory Hine, Susan Blackley, Audrey Cooke
Place of PublicationAdelaide SA Australia
PublisherMathematics Education Research Group of Australasia
Pages612-619
Number of pages8
Publication statusPublished - 2019
EventAnnual conference of the Mathematics Education Research Group of Australasia 2019 - Curtin University, Perth, Australia
Duration: 30 Jun 20194 Jul 2019
Conference number: 42nd
https://merga.net.au/Public/Publications/Annual_Conference_Proceedings/2019-MERGA-conference-proceedings.aspx (Proceedings)

Conference

ConferenceAnnual conference of the Mathematics Education Research Group of Australasia 2019
Abbreviated titleMERGA 2019
CountryAustralia
CityPerth
Period30/06/194/07/19
Internet address

Keywords

  • mathematics education
  • Student experience
  • teacher emotions
  • primary education
  • student enjoyment
  • teacher enjoyment
  • Inquiry-based Learning

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