Students' willingness to engage with mathematical challenges: Implications for classroom pedagogies

Peter Arnold Sullivan, Douglas McLean Clarke, Jillian Cheeseman, Angela Mornane, Anne Roche, Carly Sawatzki, Nadia Walker

Research output: A Conference proceeding or a Chapter in BookConference contribution

Abstract

As part of a project exploring various aspects of teachers’ choice and use of challenging mathematics tasks, we sought some responses from students on their preferences for the difficulty of tasks on which they might work and also on the ways of working. Despite the common finding that teachers are reluctant to pose challenges to their students for fear of adverse reactions, many students reported that they prefer tasks to be somewhat challenging and many prefer to work on the tasks before having the process explained by the teacher. An important finding was the diversity of student preferences. There are implications for the information that educators offer to teachers on structuring their lessons.
Original languageEnglish
Title of host publicationCurriculum in Focus: Research Guided Practice: Proceedings of the 37th Annual Conference of the Mathematics Education Research Group of Australasia
EditorsJ Anderson, M Cavanagh, A Prescott
PublisherMathematics Education Research Group of Australasia Incorporated
Pages597-604
Number of pages8
Publication statusPublished - 2014
Externally publishedYes
Event37th Annual Conference of Mathematics Education Research Group of Australasia - Sydney, Sydney, Australia
Duration: 29 Jun 20143 Jul 2014

Conference

Conference37th Annual Conference of Mathematics Education Research Group of Australasia
Abbreviated titleMERGA 2014
CountryAustralia
CitySydney
Period29/06/143/07/14

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teacher
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anxiety

Cite this

Sullivan, P. A., Clarke, D. M., Cheeseman, J., Mornane, A., Roche, A., Sawatzki, C., & Walker, N. (2014). Students' willingness to engage with mathematical challenges: Implications for classroom pedagogies. In J. Anderson, M. Cavanagh, & A. Prescott (Eds.), Curriculum in Focus: Research Guided Practice: Proceedings of the 37th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 597-604). Mathematics Education Research Group of Australasia Incorporated.
Sullivan, Peter Arnold ; Clarke, Douglas McLean ; Cheeseman, Jillian ; Mornane, Angela ; Roche, Anne ; Sawatzki, Carly ; Walker, Nadia. / Students' willingness to engage with mathematical challenges: Implications for classroom pedagogies. Curriculum in Focus: Research Guided Practice: Proceedings of the 37th Annual Conference of the Mathematics Education Research Group of Australasia. editor / J Anderson ; M Cavanagh ; A Prescott. Mathematics Education Research Group of Australasia Incorporated, 2014. pp. 597-604
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Sullivan, PA, Clarke, DM, Cheeseman, J, Mornane, A, Roche, A, Sawatzki, C & Walker, N 2014, Students' willingness to engage with mathematical challenges: Implications for classroom pedagogies. in J Anderson, M Cavanagh & A Prescott (eds), Curriculum in Focus: Research Guided Practice: Proceedings of the 37th Annual Conference of the Mathematics Education Research Group of Australasia. Mathematics Education Research Group of Australasia Incorporated, pp. 597-604, 37th Annual Conference of Mathematics Education Research Group of Australasia, Sydney, Australia, 29/06/14.

Students' willingness to engage with mathematical challenges: Implications for classroom pedagogies. / Sullivan, Peter Arnold; Clarke, Douglas McLean; Cheeseman, Jillian; Mornane, Angela; Roche, Anne; Sawatzki, Carly; Walker, Nadia.

Curriculum in Focus: Research Guided Practice: Proceedings of the 37th Annual Conference of the Mathematics Education Research Group of Australasia. ed. / J Anderson; M Cavanagh; A Prescott. Mathematics Education Research Group of Australasia Incorporated, 2014. p. 597-604.

Research output: A Conference proceeding or a Chapter in BookConference contribution

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Sullivan PA, Clarke DM, Cheeseman J, Mornane A, Roche A, Sawatzki C et al. Students' willingness to engage with mathematical challenges: Implications for classroom pedagogies. In Anderson J, Cavanagh M, Prescott A, editors, Curriculum in Focus: Research Guided Practice: Proceedings of the 37th Annual Conference of the Mathematics Education Research Group of Australasia. Mathematics Education Research Group of Australasia Incorporated. 2014. p. 597-604