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It matters which class you are in: student-centred teaching and the enjoyment of learning mathematics

Noyes, Andrew

Authors

Andrew Noyes andrew.noyes@nottingham.ac.uk

Abstract

The 2007 Trends in International Mathematics and Science Survey highlighted how attitudes to mathematics had declined sharply for students in many of the high attaining countries in the survey, England being no exception. There is a notable drop in positive attitudes to mathematics between 9 and 14, as well as a remarkable decline for 14 year olds over time. This paper explores survey data collected from over 3000 11-year-olds in 16 schools during 2008 with the goal of exploring possible factors that might be contributing to this attitudinal decline. The association between student-centred teaching and enjoyment of learning mathematics is reported as part of a multi-scale analysis that shows the extent to which student experiences differ between schools and between classes within schools.

Journal Article Type Article
Publication Date Oct 30, 2012
Journal Research in Mathematics Education
Print ISSN 1479-4802
Electronic ISSN 1479-4802
Publisher Taylor & Francis (Routledge)
Peer Reviewed Peer Reviewed
Volume 14
Issue 3
Institution Citation Noyes, A. (2012). It matters which class you are in: student-centred teaching and the enjoyment of learning mathematics. Research in Mathematics Education, 14(3), doi:10.1080/14794802.2012.734974
DOI https://doi.org/10.1080/14794802.2012.734974
Keywords grouping, learner attitudes, student-centred pedagogy,
classroom culture
Publisher URL http://www.tandfonline.com/10.1080/14794802.2012.734974
Copyright Statement Copyright information regarding this work can be found at the following address: http://eprints.nottingh.../end_user_agreement.pdf
Additional Information This is an Accepted Manuscript of an article published by Taylor & Francis Group in Research in Mathematics Education on 30/10/2012, available online: http://www.tandfonline....80/14794802.2012.734974

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Copyright Statement
Copyright information regarding this work can be found at the following address: http://eprints.nottingham.ac.uk/end_user_agreement.pdf




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