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Students' willingness to engage with mathematical challenges :Implications for classroom pedagogies
Sullivan, Peter Clarke, Doug Cheeseman, Jill Mornane, Angela Roche, Anne Sawatzki, Carly Walker, Nadia
Sullivan, Peter
Clarke, Doug
Cheeseman, Jill
Mornane, Angela
Roche, Anne
Sawatzki, Carly
Walker, Nadia
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Abstract
As part of a project exploring various aspects of teachers’ choice and use of challenging mathematics tasks, we sought some responses from students on their preferences for the difficulty of tasks on which they might work and also on the ways of working. Despite the common finding that teachers are reluctant to pose challenges to their students for fear of adverse reactions, many students reported that they prefer tasks to be somewhat challenging and many prefer to work on the tasks before having the process explained by the teacher. An important finding was the diversity of student preferences. There are implications for the information that educators offer to teachers on structuring their lessons.
Keywords
Date
2014
Type
Conference item
Journal
Book
Volume
Issue
Page Range
597-604
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
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Relation URI
DOI
Event URL
Open Access Status
Open access
License
File Access
Controlled