Investigation of the 5th Grade Students’ Engagements in Mathematics Course towards Student Opinions
The research was conducted to determine the opinions of students (10-11 years) on their engagement to mathematics course. These students are 5th grade.
- Pub. date: January 15, 2019
- Pages: 337-348
- 498 Downloads
- 1199 Views
- 2 Citations
The research was conducted to determine the opinions of students (10-11 years) on their engagement to mathematics course. These students are 5th grade students at a secondary school in Turkey. Qualitative research method was used in the research. At the study, designed as case study, a total of seven secondary school students were participated the research. The study group was constituted with “snowball sampling” technique of purposeful sampling methods. The data was collected by a semi-structured interview form. Sixteen-page interviews obtained from the interviews were transferred to the computer. Data analysis was performed in content analysis. Codes were listed as a result of analysis. Common themes were constituted from the codes. As a result of the research, three themes, (cognitive, social and emotional engagement) eleven sub-themes and eighty nine codes were determined. It was seen that the students’ most preferred superficial strategies in terms of cognitive engagement; negative opinions towards group work in terms of social engagement; value given to math course in terms of emotional engagement. Students preferred least getting support sub-theme in terms of cognitive engagement; competitive sub-theme in terms of social engagement; value to the mathematics teacher sub-theme in terms of emotional engagement.
Keywords: Maths, secondary school, cognitive engagement, social engagement, emotional engagement
References
Attard, C. (2012). Engagement with mathematics: what does it mean and what does it look like? Australian Primary Mathematics Classroom, 17(1), 9-13.
Ayub, A. F. M., Yunus, A. S. M., Mahmud, R., Salim, N. R., & Sulaiman, T. (2017). Differences in students’ mathematics engagement between gender and between rural and urban schools. In American Institute of Physics Conference Proceedings (pp. 1-6). Langkawi, Malaysia: Nilai University.
Birgin, O., Mazman-Akar, S. G., Uzun, K., Goksu, B., Peker, E. S., & Gumus, B. (2017). Investigation of factors affected to mathematics engagement of middle school students. International Online Journal of Educational Sciences, 9(4), 1093-1110.
Brown, T. (2008). An Exploratory Study Mathematics Engagement Of Secondary Student (Unpublished doctoral thesis). The Department of Middle-Secondary Education and Instructional Technology in Georgia State University, Atlanta, USA.
Fielding-Wells, J., & Makar, K. (2008). Student (dis) engagement in mathematics. In P. L. Jeffery (Ed.), Proceedings of the Australian Association for Research in Education Conference (pp. 1-10). Brisbane, Australia: Queensland University of Technology.
Glesne, C. (2012). Becoming qualitative researchers: An introduction (A. Ersoy & P. Yalcinoglu, Trans.). Ankara: Ani Yayincilik. (Original work published 1998).
Hatch, J. A. (2002). Doing qualitative research in education settings. New York, ABD: Suny Press.
Leis, M., Schmidt, K. M., & Rimm-Kaufman, S. E. (2015). Using the partial credit model to evaluate the student engagement in mathematics scale. Journal of applied measurement, 16(3), 251-267.
Lewis, G. (2013). Emotion and disaffection with school mathematics. Research in Mathematics Education, 15(1), 70-86.
Lithner, J. (2000). Mathematical reasoning in school tasks. Educational Studies in Mathematics, 41(2), 165-190.
Lithner, J. (2003). Students’ mathematical reasoning in university textbook exercises. Educational studies in mathematics, 52(1), 29-55.
Ministry of Education. (2018). Secondary school mathematics 5-8. classes curriculum. Ankara: Ministry of National Education.
Ministry of Education. (2016). Pisa 2015 project national preliminary report. Ankara: Ministry of National Education.
Merriam, S. B. (1988). Case study research in education: A qualitative approach. San Francisco: Jossey Bass.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, ABD: Sage Publications.
Park, S. Y. (2005). Student engagement and classroom variables in improving mathematics achievement. Asia Pacific Education Review, 6(1), 87-97.
Patton, M. Q. (2014). Qualitative research and evaluation methods (M. Butun & S. B. Demir, Trans.) Ankara: PegemA Akademi.
Shearman, D., Rylands, L., & Coady, C. (2012). Improving student engagement in mathematics using simple but effective methods. In J. Wright (Ed.), Proceedings of the 2012 Australian Association of Research in Education Conference (pp. 1–8). Camperdown, Australia: University of Sydney.
Skilling, K., & Styliandes, G. (2015). Promoting cognitive engagement in secondary mathematics classrooms. In CERME 9-Ninth Congress of the European Society for Research in Mathematics Education (pp. 1280-1286). Gzech Republic, Prague: University of Charles.
Skilling, K., Bobis, J., Martin, A. J., Anderson, J., & Way, J. (2016). What secondary teachers think and do about student engagement in mathematics. Mathematics Education Research Journal, 28(4), 545-566.
Tossavainen, T., & Juvonen, A. (2015). Finnish primary and secondary school students’ interest in music and mathematics relating to enjoyment of the subject and perception of the importance and usefulness of the subject. Research Studies in Music Education, 37(1), 107-121.
Veiga, F., Reeve, J., Wentzel, K., & Robu, V. (2014). Assessing students’ engagement: a review of instruments with psychometric qualities. In F. Veiga (Ed.), In I Congresso Internacional Envolvimento dos Alunos a Escola: Perspetivas da Psicologia e Educacão (pp. 38-57). Lisboa, Portugal: Universidade de Lisboa.
Wang, M. T., & Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28 (6), 12-23.
Wang, M. T., Fredricks, J. A., Ye, F., Hofkens, T. L., & Linn, J. S. (2016). The math and science engagement scales: scale development, validation and psychometric properties. Learning and Instruction, 43(4), 16-26.
Warwick, J. (2008). Mathematical self-efficacy and student engagement in the mathematics classroom. MSOR Connections, 8(3), 31-37.
Yildirim, A., & Simsek, H. (2016). Sosyal bilimlerde nitel arastirma yontemleri [Qualitative research methods in the social sciences]. Ankara: Seckin Yayinlari.
Yin, R. K. (1994). Discovering the future of the case study. method in evaluation research. Evaluation Practice, 15(3), 283-290.
Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Thousand Oaks, ABD: Sage Publications.