The Experts below are selected from a list of 57822 Experts worldwide ranked by ideXlab platform
Leicha A. Bragg - One of the best experts on this subject based on the ideXlab platform.
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Adapting the Task : what preservice teachers notice when adapting Mathematical Tasks
2013Co-Authors: Cynthia Nicol, Leicha A. Bragg, Masomeh Jamshid NejadAbstract:This paper reports on an in-depth study that explores preservice teachers’ pedagogical adaptations to a rich Mathematical Task. Data were collected from six elementary preservice teachers working in pairs to first solve a mathematics problem and then design adaptations to make the problem more accessible and more challenging for diverse learners. Results indicate that preservice teachers are able to draw upon a range of strategies to vary the Mathematical content, the context, and the question asked. However, they also did not notice or attend to how their adaptations changed the Mathematical structure of the problem. This study provides insights into what is involved in learning to adapt classroom Mathematical Tasks as an important pedagogical practice.
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The effect of Mathematical games on on-Task behaviours in the primary classroom
Mathematics Education Research Journal, 2012Co-Authors: Leicha A. BraggAbstract:A challenge for primary classroom teachers is to maintain students’ engagement with learning Tasks while catering for their diverse needs, capabilities and interests. Multiple pedagogical approaches are employed to promote on-Task behaviours in the mathematics classroom. There is a general assumption by educators that games ignite children’s on-Task behaviours, but there is little systemically researched empirical data to support this claim. This paper compares students’ on-Task behaviours during non-digital game-playing lessons compared with non-game-playing lessons. Six randomly selected grade 5 and 6 students (9–12 year olds) were observed during ten mathematics lessons. A total of 2,100 observations were recorded via an observational schedule and analysed by comparing the percentage of exhibited behaviours. The study found the children spent 93 % of the class-time exhibiting on-Task engagement during the game-playing lessons compared with 72 % during the non-game-playing lessons. The game-playing lessons also promoted greater incidents of student talk related to the Mathematical Task (34 %) compared with the non-game-playing lessons (11 %). These results support the argument that games serve to increase students’ time-on-Task in mathematics lessons. Therefore, it is contended that use of games explicitly addressing the Mathematical content being taught in a classroom is one way to increase engagement and, in turn, potential for learning.
Wee Tiong Seah - One of the best experts on this subject based on the ideXlab platform.
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Learners’ Preferred Mathematical Task Types: The Values Perspective
Mathematics Education Library, 2014Co-Authors: Anastasios Tasos Barkatsas, Wee Tiong SeahAbstract:Through the interpretation of a set of data from a research study that investigated grade 5 and 6 students’ preferences among three types of Mathematical Tasks, this chapter presents an alternative way in which data might be interpreted. While it was found that across the areas of number and geometry, the three types of Tasks were most preferred across different geographical locations, the values perspective demonstrated a remarkably consistent valuing of ‘challenge’, ‘easiness’ and ‘real life scenario’. It is proposed that this ‘rethinking’ into the way in which collected data might be analysed from the values perspective can potentially enrich our understanding of how we can better facilitate mathematics learning and teaching in schools.
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Chinese primary students' Mathematical Task types preferences
Mathematics Education Research Group of Australasia, 2012Co-Authors: Wee Tiong Seah, Anastasios BarkatsasAbstract:The number of ethnic Chinese students in schools across Australian cities is small but increasing. It is important to understand how these students socialise into the Australian (mathematics) education system, so that we can better facilitate their education experiences in ways which optimise their potential to learn. This paper reports on part of a larger study which seeks to deepen our knowledge in this area. The research question addressed by this paper is: what are the preferences amongst three types of Mathematical Tasks of Grade 5 and 6 students from Chongqing, China? Through the administration of a questionnaire to 1109 students, it was found that across the topics of Number and Geometry, contextualised Tasks were the most preferred by Chinese students. 'Challenging', 'easy to do' and 'involving a model' were students' reasons for preferring particular Task types. The significance of providing all students with a diverse range of Task types, at the same time providing them with opportunities to be challenged and to experience success, are emphasized.
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CHINESE AND AUSTRALIAN PRIMARY STUDENTS' Mathematical Task TYPES PREFERENCES: UNDERLYING VALUES
2012Co-Authors: Anastasios Barkatsas, Wee Tiong SeahAbstract:This paper reports on part of a study which investigated the Mathematical Task type preferences of Grade 5 and 6 students from Victoria, Australia and Chongqing, China. Through the administration of a questionnaire to 1109 Chinese and 689 Australian students, it was found that across the topics of Number and Geometry, Tasks situated within a contextualised situation were the most preferred, whilst the other Task types were preferred differently between the two topics. Based on the reasons provided by the students, underlying values for the most preferred Task types could be suggested. For the topic of Number, each of the three Task types appeared to be most preferred for reasons which are encapsulated by the following values: 'challenge', 'multiple solutions', 'real life problems' and 'easiness'.
Kevindra Dajee - One of the best experts on this subject based on the ideXlab platform.
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types of Task types of audience types of actor interactions between mere presence and personality type in a simple Mathematical Task
Personality and Individual Differences, 2003Co-Authors: Tim Grant, Kevindra DajeeAbstract:Research into social facilitation effects reveals three factors affecting response performance: types of Task, types of audience and type of actor. This study attempts to establish a minimal baseline for Task and audience type in order to examine difference between personality types in the actors. Results indicate that performance in both extraverts and introverts increases in the minimal conditions of the mere presence of another person whilst carrying out a simple Mathematical Task. These results are interpreted through an analysis of Zajonc's (1965) drive theory with Eysenck's (1967) personality theory indicating that through further investigation performance curves might be devised for introverts and extraverts performing under a variety of Task and audience conditions.
Anastasios Barkatsas - One of the best experts on this subject based on the ideXlab platform.
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Chinese primary students' Mathematical Task types preferences
Mathematics Education Research Group of Australasia, 2012Co-Authors: Wee Tiong Seah, Anastasios BarkatsasAbstract:The number of ethnic Chinese students in schools across Australian cities is small but increasing. It is important to understand how these students socialise into the Australian (mathematics) education system, so that we can better facilitate their education experiences in ways which optimise their potential to learn. This paper reports on part of a larger study which seeks to deepen our knowledge in this area. The research question addressed by this paper is: what are the preferences amongst three types of Mathematical Tasks of Grade 5 and 6 students from Chongqing, China? Through the administration of a questionnaire to 1109 students, it was found that across the topics of Number and Geometry, contextualised Tasks were the most preferred by Chinese students. 'Challenging', 'easy to do' and 'involving a model' were students' reasons for preferring particular Task types. The significance of providing all students with a diverse range of Task types, at the same time providing them with opportunities to be challenged and to experience success, are emphasized.
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CHINESE AND AUSTRALIAN PRIMARY STUDENTS' Mathematical Task TYPES PREFERENCES: UNDERLYING VALUES
2012Co-Authors: Anastasios Barkatsas, Wee Tiong SeahAbstract:This paper reports on part of a study which investigated the Mathematical Task type preferences of Grade 5 and 6 students from Victoria, Australia and Chongqing, China. Through the administration of a questionnaire to 1109 Chinese and 689 Australian students, it was found that across the topics of Number and Geometry, Tasks situated within a contextualised situation were the most preferred, whilst the other Task types were preferred differently between the two topics. Based on the reasons provided by the students, underlying values for the most preferred Task types could be suggested. For the topic of Number, each of the three Task types appeared to be most preferred for reasons which are encapsulated by the following values: 'challenge', 'multiple solutions', 'real life problems' and 'easiness'.
Tim Grant - One of the best experts on this subject based on the ideXlab platform.
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types of Task types of audience types of actor interactions between mere presence and personality type in a simple Mathematical Task
Personality and Individual Differences, 2003Co-Authors: Tim Grant, Kevindra DajeeAbstract:Research into social facilitation effects reveals three factors affecting response performance: types of Task, types of audience and type of actor. This study attempts to establish a minimal baseline for Task and audience type in order to examine difference between personality types in the actors. Results indicate that performance in both extraverts and introverts increases in the minimal conditions of the mere presence of another person whilst carrying out a simple Mathematical Task. These results are interpreted through an analysis of Zajonc's (1965) drive theory with Eysenck's (1967) personality theory indicating that through further investigation performance curves might be devised for introverts and extraverts performing under a variety of Task and audience conditions.