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dc.contributor.authorNorton, Stephen
dc.contributor.editorHelen Forgasz
dc.date.accessioned2018-10-16T00:05:01Z
dc.date.available2018-10-16T00:05:01Z
dc.date.issued2006
dc.date.modified2007-08-07T04:27:33Z
dc.identifier.issn10332170
dc.identifier.doi10.1007/BF03217443
dc.identifier.urihttp://hdl.handle.net/10072/13724
dc.description.abstractThis paper reports the results of two interventions involving the integrated study of mathematics and technology practice to girls in Years 6 and 7. The focus of the study was to look at factors that contributed to girls’ disengagement with mathematics study and seek pedagogical solutions for this. The key mathematics concepts embedded in the two interventions were proportional reasoning and ratio. A design based research methodology was adopted. The study started with the assumption that by integrating mathematics study with technology practice students would see the mathematics as authentic and understandable. The results of the first intervention indicated that a significant proportion of the girls did not develop the hoped for improvement in perceptions about the value of studying mathematics through technology practice, despite an improvement in their understanding of proportion and ratio. These results informed the second intervention in which modified tasks and pedagogy were implemented. The results of the second intervention were similar in terms of cognitive outcomes. However, when students were given explicit scaffolding in “within” and “beyond” the domain of mathematics integration as well as tasks that they considered authentic, student perceptions of mathematics study improved.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherMERGA
dc.publisher.placeAustralia
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom69
dc.relation.ispartofpageto99
dc.relation.ispartofissue3
dc.relation.ispartofjournalMathematics Education Research Journal
dc.relation.ispartofvolume18
dc.rights.retentionY
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchcode1302
dc.titlePedagogies for the engagement of girls in the learning of proportional reasoning through technology practice
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionAccepted Manuscript (AM)
gro.rights.copyright© 2006 MERGA. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
gro.date.issued2006
gro.hasfulltextFull Text
gro.griffith.authorNorton, Stephen J.


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