Using expectancy-value theory to explore aspects of motivation and engagement in inquiry-based learning in primary mathematics (original) (raw)
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Assessing for learning in inquiry mathematics
As pedagogy and assessment in primary mathematics classrooms move away from a focus on isolated facts, skills and procedures, pedagogy and assessment practices need to align with new ways of thinking and understanding. An inquiry approach to teaching mathematics incorporates open-ended, often ill-structured problems. Assessment, as part of this pedagogy, needs to be broad and flexible to capture construction of mathematical knowledge and understandings. This paper illustrates mathematical inquiry in practice and the assessment of related learning opportunities in a Year 3 (ages 7-8) classroom. Wiliam’s (2011) strategies for the effective use of assessment for learning were used as a framework to analyse these learning opportunities; the framework provided a useful tool to describe inquiry practices. Analysis of episodes from a primary classroom will offer evidence of learning and assessment practices in an inquiry mathematics unit, as a sequence of events over time.
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A survey was given to 87 primary students in Years 3 and 4 at a school participating in the Encouraging Persistence Maintaining Challenge project. Its purpose was to give an overview of students’ attitudes and beliefs about learning mathematics, their motivation, and their self-awareness. Findings indicate that most students believe mathematics is important, they feel confident and capable of learning mathematics. Students were also self-aware and identified their motivations to try hard at mathematics as: an interest in mathematics, wanting to please their parents, and feeling capable of being successful. Their learning appeared to be less influenced by peer pressure and classroom culture.
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An empirical study was conducted with the aim to develop teachers’ confidence and proficiency with teaching mathematics through inquiry. The study followed 41 primary teachers and compared a regular mathematics lesson to a lesson taught using an inquiry approach; 19 of these teachers were also followed over three years. Lessons were coded on the extent of intellectual quality in the lesson across six dimensions. Higher order thinking showed the most gains over time. Implications for research and practice are given.