Start Date
4-9-2023 10:45 AM
End Date
4-9-2023 11:45 AM
Subjects
Difficulty level, Year 3, Mathematics teaching, Rubrics, Mathematical concepts, Mathematical thinking, Year 3, Primary school students
Abstract
This paper explores the planned use of challenging mathematical tasks. These tasks provide the opportunity for students to improve mathematical thinking by working on problems that they do not yet know how to answer. This research involved a heterogeneous class of year 3 students from a Catholic parish primary school in the northern suburbs of Melbourne. A rubric was also developed to use in conjunction with these tasks, to support discussions with students, broaden their strategies in finding solutions and thereby improve their conceptual understanding. These pedagogical approaches were found to support the improvement of both students’ conceptual understanding in mathematics and teachers’ reflective practice.
Recommended Citation
Hall, A. (2023). Mathematical mindsets: Fostering student engagement and positive mindsets through the use of challenging tasks. In K. Burns (Ed.), Research Conference 2023: Becoming Lifelong Learners. Proceedings and Program (pp. 32–41). Australian Council for Educational Research. https://doi.org/10.37517/978-1-74286-715-1-12
Copyright Statement
Copyright Australian Council for Educational Research 2023
Place of Publication
Melbourne, Australia
Publisher
Australian Council for Educational Research
ISBN
978-1-74286-715-1
DOI
https://doi.org/10.37517/978-1-74286-715-1-12
Geographic Subject
Australia, Victoria, Australia
Included in
Curriculum and Instruction Commons, Early Childhood Education Commons, Educational Assessment, Evaluation, and Research Commons, Science and Mathematics Education Commons
Mathematical mindsets: Fostering student engagement and positive mindsets through the use of challenging tasks
This paper explores the planned use of challenging mathematical tasks. These tasks provide the opportunity for students to improve mathematical thinking by working on problems that they do not yet know how to answer. This research involved a heterogeneous class of year 3 students from a Catholic parish primary school in the northern suburbs of Melbourne. A rubric was also developed to use in conjunction with these tasks, to support discussions with students, broaden their strategies in finding solutions and thereby improve their conceptual understanding. These pedagogical approaches were found to support the improvement of both students’ conceptual understanding in mathematics and teachers’ reflective practice.
Comments
This paper will be presented by Greta Rollo from ACER on behalf of Alison Hall.