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The suitability of rich learning tasks from a pupil perspective
Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap. Karlstads kommun. (SMEER)ORCID-id: 0000-0001-8449-130X
2017 (engelsk)Inngår i: CERME 10: Proceedings of the Tenth Congress of European Society for Research in Marhematics Education, European Society for Research in Mathematics Education, 2017, s. 1162-1169Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

The construction of tasks is important to challenge pupils, but the exploration of pupils’ perceptions connected to their work with tasks, is rare. This paper presents the results of a study using a tool aimed at measuring pupils’ perception of joy and interest connected to ‘rich learning tasks’ by comparing the views of mathematically promising pupils and others. Two tasks were pre- and postevaluated, the first by 139 and the second by 106 pupils from grade 4-9. The results indicate that the tool is suited for the exploration of pupils’ views, especially as it can be deduced from the comparison that mathematically promising pupils perceived both tasks more positively than the other pupils, and that the non-identified pupils became more positive after working especially with one of the tasks.

sted, utgiver, år, opplag, sider
European Society for Research in Mathematics Education, 2017. s. 1162-1169
Emneord [en]
Mathematically gifted, mathematically promising, rich tasks, pupils’ perception
HSV kategori
Forskningsprogram
Pedagogiskt arbete; Matematik
Identifikatorer
URN: urn:nbn:se:kau:diva-48143ISBN: 978-1-873769-73-7 (digital)OAI: oai:DiVA.org:kau-48143DiVA, id: diva2:1181432
Konferanse
The Tenth Congress of the European Society for Research in Mathematics Education
Tilgjengelig fra: 2018-02-08 Laget: 2018-02-08 Sist oppdatert: 2018-10-05
Inngår i avhandling
1. Harnessing teachers’ perspectives: Recognizing mathematically highly able pupils and orchestrating teaching for them in a diverse ability classroom
Åpne denne publikasjonen i ny fane eller vindu >>Harnessing teachers’ perspectives: Recognizing mathematically highly able pupils and orchestrating teaching for them in a diverse ability classroom
2018 (engelsk)Doktoravhandling, med artikler (Annet vitenskapelig)
Abstract [en]

There is a lack of research that explores teachers’ perspectives on teaching highly able pupils (HAPs) in the diverse ability classroom. Instead, pupils’ perspectives are common, such studies often concluding that teachers need more professional development or that they fail to support HAPs. Consequently, previous research does not support teachers in how to implement teaching that includes HAPs. This thesis aims to harness teachers’ perspectives of pedagogical possibilities that enable learning opportunities for mathematically highly able pupils (MHAPs). By comparing pupils’ (n=264) relative achievement on two different tests, traditional and non-traditional, the first part of this thesis explores teachers’ possibilities to recognize MHAPs. The results show that pupils who achieved highly on the non-traditional test, but not on the other, have higher problem-solving competence compared to pupils who achieved highly on the traditional test instead. The second part presents a teacher-initiated investigation of pupils’ perceptions of challenging mathematical tasks. The findings indicate that the developed tool can help teachers find suitable tasks for MHAPs. The final part uses positioning theory to analyze teachers’ (N=17) discussions and probe their perceptions on orchestrating teaching MHAPs. The findings show that the teachers have knowledge of how to recognize and support MHAPs. Specifically, the teachers express possibilities with challenging tasks and differentiated education to meet MHAPs’ learning needs. Furthermore, the teachers perceived fewer rights than duties to orchestrate teaching for MHAPs’, for example, to continuously asses them. The studies in this thesis support teachers to orchestrate teaching including MHAPs in the diverse ability classroom. Both practice and research can be guided by what the teachers in these studies perceived as possible to do to orchestrate such teaching. Thereby support is given to teachers, from teachers, through research.

Abstract [en]

This thesis harnesses teachers’ perspectives of pedagogical possibilities that enable learning opportunities for mathematically highly able pupils (MHAPs). Firstly, teachers’ possibilities to recognize MHAPs through assessment are explored. The results show that pupils with high problem-solving competence can achieve highly on a non-traditional test, whereas they do not on traditional tests. Secondly, a teacher-initiated investigation of pupils’ perceptions of challenging mathematical tasks is presented. The findings indicate that a developed tool can help teachers find suitable tasks for MHAPs. Finally, teachers’ (N=17) discussions are analysed and their perceptions on orchestrating teaching MHAPs are probed. The findings show that the teachers have knowledge of how to recognize and support MHAPs. Specifically, the teachers express possibilities with challenging tasks and differentiated education. Furthermore, the teachers perceived they have knowledge and competence to orchestrate teaching for MHAPs. The findings show that their knowledge is consistent with previous research on teaching highly able pupils (HAPs) to meet their learning needs. This thesis gives support, on orchestrating teaching that includes HAPs in learning, to teachers, from teachers, through research.

sted, utgiver, år, opplag, sider
Karlstad: Karlstads universitet, 2018. s. 126
Serie
Karlstad University Studies, ISSN 1403-8099 ; 2018:45
Emneord
High ability, Gifted education, Professional development, Mathematics, Differentiated education, Inclusive education, Teachers, Positioning theory
HSV kategori
Forskningsprogram
Pedagogiskt arbete
Identifikatorer
urn:nbn:se:kau:diva-69485 (URN)978-91-7063-882-4 (ISBN)978-91-7063-977-7 (ISBN)
Disputas
2018-12-10, Nyquistsalen, 9C 203, Karlstad, 10:00 (engelsk)
Opponent
Veileder
Tilgjengelig fra: 2018-11-19 Laget: 2018-10-05 Sist oppdatert: 2018-11-20bibliografisk kontrollert

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