![]() Based on that, research seeks to study the students of a teacher who deliberately intend to interest and engage them by focusing on mathematics the light of theoretical Overall, the aim is to capture students’ views on tasks in relation to interest and engagement. Recent findings show that teachers’ strategies to enhance engagement often focus on the general aspects rather than task specific mathematical content (Mitchell, 1993 Nyman and Kilhamn, 2015). There are many studies on interest and engagement in school settings (Hidi, 1990 Michelsen and Sriraman, 2009), however, there is a lack of studies relating to the concepts to mathematical content, especially from a student perspective. Despite the importance of these elements, there is a decrease in interest and engagement in mathematics, starting from grade 5 in the Swedish school context (Skolverket, 2003). Throughout the study, interest and engagement are treated as mutually supportive, to open up a wider range of associations and to draw up a richer body of research. Interest and engagement are motivational factors (Ames, 1992), essential for learning (Dewey, 1913). In other words, the study is designed to explore content-related student interest and engagement. The starting point of this study is the idea of optimizing the conditions necessary to bring about subject-related aspects of interest and engagement. Mathematics teachers do not merely want their students to learn, but also to enjoy learning. Key words: Mathematical tasks, interest and engagement, 7-9th year, Theory of Didactical Situation (TDS), Mathematical Task Framework (MTF). The results showed that in most cases the students pointed out the target knowledge as the reason for a task to be interesting and engaging, followed by the way the content was dealt with in the classroom. All of the tasks offered a high level of challenge, elements of sharing and some freedom of choices related to the aspects of the tasks. The students recalled a total of four teacher-designed tasks. An analysis of the tasks was made with respect to the context, cognitive demand, and task structure, while interview data were analyzed using the Theory of Didactical Situation (TDS) and Mathematical Task Framework (MTF). The students were asked to recall a task they found interesting and engaging during the past three years. Semi-structured interviews were carried out with 15 students of purposive selection of the 9th year. The study addresses the question of what makes a mathematical task interesting to the 9th year students. ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |