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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.issn10332170en_US
dc.identifier.doi10.1007/BF03217443en_US
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.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherMERGAen_US
dc.publisher.placeAustraliaen_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom69en_US
dc.relation.ispartofpageto99en_US
dc.relation.ispartofissue3en_US
dc.relation.ispartofjournalMathematics Education Research Journalen_US
dc.relation.ispartofvolume18en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchcode330304en_US
dc.subject.fieldofresearchcode330202en_US
dc.titlePedagogies for the engagement of girls in the learning of proportional reasoning through technology practiceen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
dc.description.versionPost-printen_US
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.en_US
gro.date.issued2006
gro.hasfulltextFull Text
gro.griffith.authorNorton, Stephen J.


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