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Catherine Attard
University of Western Sydney
Mathematics

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Engagement with Mathematics: The Influence of Teachers Catherine Attard
Southeast Asian Mathematics Education Journal Vol 1, No 1 (2011)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (34.997 KB) | DOI: 10.46517/seamej.v1i1.8

Abstract

Recent decades have seen growing concern over the lowering levels of engagement with mathematics in Australia and internationally. This paper reports on a longitudinal study on engagement with mathematics and explores the influences of teachers on the students’ engagement with mathematics. Findings reveal that the development of positive pedagogical relationships between students and their teachers forms a critical foundation from which positive engagement can be promoted.
Transition from Primary to Secondary School Mathematics: Students’ Perceptions Catherine Attard
Southeast Asian Mathematics Education Journal Vol 2, No 2 (2012)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (61.685 KB) | DOI: 10.46517/seamej.v2i1.16

Abstract

During a longitudinal case study on engagement in Australian middle school years mathematics, 20 students in their first year of secondary school in Western Sydney, New South Wales, were asked about their experiences of the transition to secondary school in relation to their experiences of mathematics teaching and learning. Changes and disruptions in teacher-student relationships were a major cause of concern. This was due to fewer opportunities for teacher-student interactions and a heavy usage of computer-based mathematics lessons during the first months of secondary school. Findings indicate that a strong pedagogical relationship is a critical foundation for sustained engagement in mathematics during the middle years.
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