Research behind the Best Evidence Synthesis

Item number
BES018

BES selection
Mathematics BES

Format
Book chapter

Title
Students views about mathematics learning : a case study of one school involved in Great Expectations Project

Author
Young-Loveridge, Jenny

Publisher
Ministry of Education

Publishing Year
2005

Source
In: Findings from the New Zealand Numeracy Development Project 2004 / contracted researchers J. Higgins ... [et al.] ; foreword D. Holton. Wellington : Ministry of Education, 2005: p.107-135

ISBN
079031049X

Subject
Curriculum

Descriptors
Curriculum ; Mathematics education ; Mathematics skills ; Mathematics teaching ; Junior school ; Primary education ; Learning motivation ; Teaching effectiveness ; Student development ; Evaluation

Age Focus
Children (5 to 12 years)

Education level
Primary education

Language
English

Country
New Zealand

How to obtain
Available online at the NZ Maths Compendium

URL
http://www.nzmaths.co.nz/sites/default/files/Numeracy/References/comp_young-loveridge2.pdf

Abstract
This paper reports on the responses of students attending a school that was involved in the study of students’ perceptions and dispositions towards learning mathematics and also in the Great Expectations project, a Teaching Learning and Research Initiative designed to raise teachers’ expectations of achievement. Twenty-seven year 5-6 students at City School were asked to comment on their views about communicating their mathematical thinking and strategies with peers and teachers. City students regarded the communication of mathematical thinking and strategies as extremely important for their learning and were very articulate in explaining the reasons for their views. Further information gathered from the school helped to explain why City students were so aware of the importance of mathematical communication. For some years, the school had been working towards developing assessment practices that put student learning at the centre of its teaching. As part of this process, students were expected to communicate with their teachers about their learning goals and reflect on how well these were met. The school’s emphasis on strengthening teacher-student relationships and encouraging self-responsibility in students seems to have played a major role in helping students appreciate the importance of reciprocal communication in mathematics learning. (Author)

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