Research behind the Best Evidence Synthesis

Item number
BES006

BES selection
Mathematics BES

Format
Journal article

Title
Simplification and repetition of mathematical tasks : a recipe for success or failure?

Author
Houssart, Jenny

Publisher
Elsevier : Science Direct

Publishing Year
2002

Source
Journal of mathematical behavior, v.21 n.2 p.191-202

ISSN
07323123

Subject
Curriculum

Descriptors
Curriculum ; Primary education ; Teaching practice ; Mathematics education ; Mathematics teaching ; Mathematics skills ; Student development

Age Focus
Children (5 to 12 years)

Education level
Primary education

Language
English

How to obtain
Ask at your public or university library. If they don’t have it they can borrow it from another library for a small charge.

Abstract
This study combines sociological and psychological perspectives in an emergent framework, to study the teaching of low-attaining 9 and 10 year olds. Participant observation of a small group of children during a 6 week block of work on fractions was used to analyse their performance trajectory. Critical incidents are utilised to analyse shifting teacher-children interactions. While responses to oral questions demonstrated initial proficiency, proficiency was lower for equivalent written tasks. Student performance on such tasks progressively declined. The teacher attempted to reduce the level of task difficulty to ensure success on written tasks. However, a consequent attitudinal change among children led to poorer performance. Thus, task simplification led, via associated normative changes, to declining performance. The teaching strategy was counter-productive. (Author)

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The Iterative Best Evidence Synthesis programme (BES) : New Zealand Ministry of Education
http://www.educationcounts.govt.nz/themes/BES