I can do it: Year 3 children's perceptions of mathematics lessons identified through their drawings
Compton, A. and Unwin-Berrey, A. (2018) I can do it: Year 3 children's perceptions of mathematics lessons identified through their drawings. Research Proceedings of the 9th British Congress on Mathematics Education. pp. 24-31.
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Abstract
This research involved children drawing themselves in a mathematics lesson, in order to access some of their perceptions about mathematics lessons. Drawings can provide a rich source of data and allow children to communicate emotional and social characteristics while focusing on other features that are important to them. The sample was 234 Year 3 pupils (7 and 8 years of age) from ten primary schools in Lincolnshire, England. The drawings were analysed for teacher-pupil interactions, pupil-pupil interactions and pupils’ perceptions of themselves as learners of mathematics, using a coding system devised for a similar study in Finland. The majority of pupils indicated perceived competence in mathematics. Some gender differences were noted in terms of teacher position and teacher-pupil interactions. Teacher-pupil interactions are an important aspect of mathematics lessons which emphasise communicating reasoning, so teachers should be aware that girls and boys may perceive teacher- pupil interactions differently.
| Item Type: | Article |
|---|---|
| Keywords: | Mathematics, competence, teacher-pupil relationships, drawings |
| Divisions: | School of Teacher Development |
| Depositing User: | Dr Ashley Compton |
| Date Deposited: | 16 Nov 2018 12:48 |
| Last Modified: | 23 Jul 2019 14:20 |
| URI: | https://bgro.repository.guildhe.ac.uk/id/eprint/348 |
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