dc.contributor.author | Larkin, Kevin | |
dc.contributor.author | Jorgensen, Robyn | |
dc.contributor.editor | Kim Beswick, Tracey Muir, Jill Wells | |
dc.date.accessioned | 2018-03-19T01:11:57Z | |
dc.date.available | 2018-03-19T01:11:57Z | |
dc.date.issued | 2015 | |
dc.identifier.uri | http://hdl.handle.net/10072/123445 | |
dc.description.abstract | In this paper we report on early findings from a project in which we developed a
methodology to elicit young students‘ thinking about mathematics. We describe the
use of iPad diaries to collect data so as to better understand students‘ experiences of
mathematics, from three economically and socially distinct schools, at two key
junctures - Year 3 and 6. This paper focuses on the unique methodology we
developed over three iterations and on the student attitudinal comments regarding
mathematics as these give significant insights into the experiences and possibilities
for mathematics education of young learners.
This project explores a methodology that enables learners to recount experiences,
feelings, emotions or thoughts in relation to their mathematics learning. Modifying a
'Big Brother‘ methodology by using iPads, students were able to enter a neutral space
set up in the school to talk freely (to the iPad) about their experiences. This method
sought to elicit the experiences of young learners in ways that would allow
researchers access to their ―true‖ feelings, at least insofar as they were prepared to
discuss them. Recognising that interviews or surveys, can produce biased results, the
electronic diaries approach offers a more robust and reliable account of students‘
lived experiences (Buchwald, Schantz-Laursen, & Delmar, 2009) and provides
greater opportunity for students to discuss any aspect of mathematics they chose (Di
Martino & Zan, 2010; Larkin & Jorgensen, 2015). | |
dc.description.peerreviewed | Yes | |
dc.language | English | |
dc.publisher | International Group for the Psychology of Mathematics Education | |
dc.publisher.place | Australia | |
dc.publisher.uri | http://www.igpme.org/index.php/annual-conference | |
dc.relation.ispartofconferencename | PME39 | |
dc.relation.ispartofconferencetitle | Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education | |
dc.relation.ispartofdatefrom | 2015-07-13 | |
dc.relation.ispartofdateto | 2015-07-18 | |
dc.relation.ispartoflocation | Hobart, Australia | |
dc.subject.fieldofresearch | Mathematics and Numeracy Curriculum and Pedagogy | |
dc.subject.fieldofresearchcode | 130208 | |
dc.title | Using iPad Digital Diaries to Investigate Attitudes towards Mathematics | |
dc.type | Conference output | |
dc.type.description | E1 - Conferences | |
dc.type.code | E - Conference Publications | |
dc.description.version | Version of Record (VoR) | |
gro.faculty | Arts, Education & Law Group, School of Education and Professional Studies | |
gro.rights.copyright | © The Author(s) 2015. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this conference please refer to the conference’s website or contact the author(s). | |
gro.hasfulltext | Full Text | |
gro.griffith.author | Larkin, Kevin M. | |