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dc.contributor.authorLarkin, Kevin
dc.contributor.authorJorgensen, Robyn
dc.contributor.editorKim Beswick, Tracey Muir, Jill Wells
dc.date.accessioned2018-03-19T01:11:57Z
dc.date.available2018-03-19T01:11:57Z
dc.date.issued2015
dc.identifier.urihttp://hdl.handle.net/10072/123445
dc.description.abstractIn 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.peerreviewedYes
dc.languageEnglish
dc.publisherInternational Group for the Psychology of Mathematics Education
dc.publisher.placeAustralia
dc.publisher.urihttp://www.igpme.org/index.php/annual-conference
dc.relation.ispartofconferencenamePME39
dc.relation.ispartofconferencetitleProceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education
dc.relation.ispartofdatefrom2015-07-13
dc.relation.ispartofdateto2015-07-18
dc.relation.ispartoflocationHobart, Australia
dc.subject.fieldofresearchMathematics and Numeracy Curriculum and Pedagogy
dc.subject.fieldofresearchcode130208
dc.titleUsing iPad Digital Diaries to Investigate Attitudes towards Mathematics
dc.typeConference output
dc.type.descriptionE1 - Conferences
dc.type.codeE - Conference Publications
dc.description.versionVersion of Record (VoR)
gro.facultyArts, 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.hasfulltextFull Text
gro.griffith.authorLarkin, Kevin M.


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