Faculty of Education - Theses
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ItemAn investigation of the implementation of a problem-solving intervention in two primary classrooms( 2020)Problem-solving in mathematics is an important component of curricula around the world and it has been identified as essential that students develop this capacity in order to achieve success in mathematics. Studies have found that more teachers need to teach their students strategies to problem-solve in mathematics. The aim of this case study was to investigate the implementation of a problem-solving intervention by two primary school teachers over two lessons each. It focussed on their perceptions of the effectiveness of the intervention and how it might improve their teaching of problem-solving in mathematics in the future. It also focussed on how they implemented the intervention and how their students responded to the intervention. The problem-solving intervention was designed based on features identified in problem-solving literature and in discussion with the two teachers. Particular features that were incorporated into the intervention included: enabling and extending prompts; the provision of periods of time in which students were left to ‘struggle’ with trying to solve the problems themselves; and the provision of periods in which students shared problem-solving strategies with peers. The teachers were interviewed separately before and after teaching the lessons. The researcher observed all four lessons and collected student work samples from each lesson. Data was analysed using a content analysis strategy. The results suggest that the two teachers perceived that the intervention had both positive and negative impacts on their students’ problem-solving abilities. They found that the enabling prompts supported and extended their students’ thinking in the lessons and commented that their students enjoyed being challenged in the lessons. The two teachers perceived that it was often not beneficial for some of their students to struggle with problems in the lessons due to perceived resilience and confidence issues. Both teachers deviated from the intervention in the lessons in order to reduce the amount of struggle their students experienced. However, where students were given time to struggle in the lessons, they were able to formulate and record a greater range of problem-solving strategies. There appeared to be a tension for the teachers between providing time for their students to struggle with problems and preserving some of their students’ confidence. One of the teachers facilitated student share time in the middle of one of her lessons which allowed students to experience both struggle and success. This approach could serve as a compromise between these two tensions. The two teachers perceived that the intervention had a positive impact on their teaching practice. One teacher commented that she intended to implement problem-solving lessons based on the intervention in the future and the other suggested that she would incorporate more manipulatives in her problem-solving lessons.
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ItemA study of self-beliefs in children aged 8 to 12 years old in the domain of mathematics( 2002)Theories of self-efficacy, self-concept, self-worth and causal attributions have formed the framework for a large number of studies in educational fields. The reflections children make in learning contexts have rarely been linked to these concepts. Just as rare has been the qualitative classroom-based research on these concepts. This study provides information and analysis on qualitative and quantitative data related to 8 to 12 year old children's capability beliefs, self-worth and reflections in the subject of mathematics. It recognizes that children are agents of their learning as well as affected by their learning; their beliefs are integral to successful learning. The investigator and children attend a medium sized primary school in a middle socio-economic area of metropolitan Melbourne, in Victoria, Australia. The range of data is examined in two sections: one for the whole sample of 154 students, one for a grade 3 class taught by the researcher. Findings of the study indicate children tend to maintain positive maths self-beliefs in a year, self-concept effects performance more than other researched beliefs, and, while there is a substantial relationship between various capability beliefs, they also differentiate within particular contexts. Some quantitative results confirm prior research; some are contrary to expectations, for example, maths self-concept tended to predict maths achievement better than specific self-efficacy. A learning/intervention program trialled with one class led to improvement in children's subject value, self-beliefs and task behaviour, though alternative explanations for this are reasonable. All names used in this document are fictional, thereby protecting the confidentiality guaranteed to participants consenting to this study.
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ItemWays in which teachers plan for, implement, and review the use of learning objects as part of a primary school mathematics program( 2008)A large investment has been made by the state and federal governments in an initiative to develop quality online teaching resources known as learning objects. This initiative is known as The Learning Federation (TLF). These resources have been shown to improve engagement and understanding in mathematics (Clarke & Gronn 2004; Cox, Webb, Abbott, Blakeley, Beauchamp & Rhodes 2004; Freebody 2005). Reports from a number of the state education departments and New Zealand Ministry of Education (Huntington 2006) indicate many teachers do not currently include learning objects in their programs. This four subject multiple case study, which investigated the processes undertaken for teachers to plan, implement and evaluate the use of learning objects, may assist other teachers to do so and contribute to ensuring The Learning Federation initiative makes a difference in the classroom. Results of the case study indicate that teachers approach the use of learning objects in primary mathematics in a fairly standard manner in which the learning objects are used as practice or reinforcement activities by individual students. Teachers also approach classroom management, planning and assessment in fairly consistent ways.