Session Information
24 SES 12, Mathematics and Beliefs. The Affective Dimension.
Paper Session
Contribution
During the past decade, both the Republic of Ireland and Northern Ireland have introduced significant reforms to their post-primary mathematics curricula, with the advent of Project Maths in the Republic of Ireland in 2008 and a revised Northern Ireland curriculum in 2007. Both curricula promote a pupil-centred approach to mathematical learning, predicated on a sociocultural theoretical framework, which is strongly associated with Vygotsky’s claim that the origins of human cognition are inherently social (Sfard, Forman & Kieran, 2001). According to sociocultural theory, mathematical learning necessarily involves communication in social contexts, either between pupils and teachers or pupils and their peers (Lerman, 2014).
Against the backdrop of these curricular changes, there has been a particular focus on the promotion of collaborative approaches to learning mathematics in both jurisdictions. This paper reports on a comparative evaluation (in both the Republic of Ireland and Northern Ireland) of an innovative mathematics education program, Izak9, which exploits collaborative and kinaesthetic approaches to learning. The learning resource, which was developed by a former Northern Ireland mathematics teacher, comprises 27 cubes, with different combinations of colours, numbers and shapes on the faces of each cube (http://www.izak9.com/learn/about). Pupils are initially guided on how to use the resource by a series of interactive learning modules, delivered by robot cartoon characters on a computer, and the pupils subsequently work in teams to complete various mathematical problem-solving tasks using the cubes. The tasks cover key areas of the mathematics curriculum in both jurisdictions, including number and algebra, shape and space, and handling data.
It has been suggested that there is much to be gained in terms of promoting pupil interest by incorporating a more diverse range of learning strategies, particularly collaborative problem-solving activities based on a sociocultural framework, in mathematics lessons (Del Favero et al., 2007; Hidi, 2006; Hidi & Harackiewicz, 2000; Mitchell, 1993). Furthermore, pupil interest in and enjoyment of mathematics is positively correlated with performance in the subject (OECD, 2013). It is therefore of utmost importance that approaches to mathematics education that promote positive attitudes to the discipline are embraced given that, in international comparisons such as PISA 2012, both the Republic of Ireland and Northern Ireland are being radically outperformed by other regions including Shanghai, Singapore and Hong Kong (OECD, 2013). Accordingly, this paper focuses on evaluating the impact of the Izak9 resource, which was explicitly designed to accentuate the principles underpinning sociocultural perspectives on mathematical pedagogy, on the affective domain rather than the cognitive domain. More specifically, the core research question addressed is “How effective is the Izak9 resource in promoting pupils’ enjoyment of mathematics?”
Method
Expected Outcomes
References
Aiken, L.R. (1974). Two scales of attitude toward mathematics. Journal for Research in Mathematics Education, 5(2), 67-71. Del Favero, L., Boscolo, P., Vidotto, G., & Vicentini, M. (2007). Classroom discussion and individual problem-solving in the teaching of history: Do different instructional approaches affect interest in different ways? Learning and Instruction, 17(6), 635-657. Hidi, S. (2006). Interest: A unique motivational variable. Educational Research Review, 1(2), 69-82. Hidi, S., & Harackiewicz, J. M. (2000). Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational Research, 70(2), 151-179. Lerman, S. (2014). Learning and knowing mathematics. In P. Andrews & T. Rowland (Eds.), Masterclass in mathematics education: International perspectives on teaching and learning (pp. 15-26). London: Bloomsbury. Mitchell, M. (1993). Situational interest: Its multifaceted structure in the secondary school mathematics classroom. Journal of Educational Psychology, 85(3), 424-436. OECD (2013). PISA 2012 results – Ready to learn: Students’ engagement, drive and self-Beliefs (volume III). Paris: Organisation for Economic Cooperation and Development. Sfard, A., Forman, E. A., & Kieran, C. (2001). Learning discourse: Sociocultural approaches to research in mathematics education. Educational Studies in Mathematics, 46, 1-11.
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