“Maths is Challenge, Struggle and Mistakes Will Grow Our Brain”: The Impact on Student Attitude, Confidence and Achievement of the Introduction of Inquiry-Based Learning into the Mathematics Programme of a New Zealand Primary School

2021 ◽  
Author(s):  
◽  
Steven Dillon Shallard
Keyword(s):  
New Zealand ◽  
Problem Solving ◽  
Primary School ◽  
Teaching And Learning ◽  
Achievement Gains ◽  
Inquiry Based Learning ◽  
Achievement Data ◽  
Research Questions ◽  
High Level ◽  
The Impact

<p>Underachievement in mathematics in Aotearoa/New Zealand continues to be an issue for some students. Inquiry-Based Learning (IBL) has been described by research as one way of addressing these underachievement issues. Ongoing underachievement impacts on students’ confidence which may exacerbate underachievement in a downward spiral. Research has shown that both confidence and achievement can be positively influenced by IBL, therefore IBL was trialled here at All Saints School. This thesis describes a research project which sought to determine the impact of an IBL teaching intervention with the aim of improving outcomes for students underachieving in mathematics. It examines the impact on students’ attitude, confidence and achievement that resulted from the introduction of IBL into the mathematics teaching and learning programme of three classes, Years 3, 4 and 6, in a high socio-economic status (SES), high achieving, urban Catholic full primary school. The intervention drew on a professional learning community where the participant teachers explored literature on IBL and worked together to assist each other to add IBL to the teaching and learning programme for mathematics.  The study design was a mixed methods case study. Qualitative data were gathered through student interviews and surveys. The intervention was undertaken over a full school year, so quantitative achievement data were gathered from the school’s usual assessment methods without the introduction of further external testing or assessment.  Student surveys and interviews from three classes totalling 51 students informed the research questions on student attitude and confidence. Over-all Teacher Judgement (OTJ) and Progressive Achievement Tests (PAT) provided quantitative data which informed the research questions on the impact IBL had on student achievement and the achievement gap between the highest and lowest achievers.  In this school setting students began the intervention with a very positive attitude to mathematics and only minor variations to this were observed. Students also began with a high level of confidence in their overall mathematical ability, but very low confidence in their problem-solving ability specifically. By the end of the intervention, their high level of confidence had extended to their problem-solving confidence also.  PAT achievement data revealed the Year 3 class and the Year 4 underachieving students both made mean achievement gains of a statistically significant level. The Year 4 class only just reached national averages, but the Year 3 and 6 classes exceeding national average results for their year level. A deeper exploration of the data revealed that the low achieving students made major achievement gains for the intervention year. The low achieving Year 4 and 6 students made gains that exceeded both national averages and their high achieving classmates by large margins. Taken together these results further add to the body of evidence that argues for the inclusion of IBL in schools’ mathematics programmes.</p>

“Maths is Challenge, Struggle and Mistakes Will Grow Our Brain”: The Impact on Student Attitude, Confidence and Achievement of the Introduction of Inquiry-Based Learning into the Mathematics Programme of a New Zealand Primary School

2021 ◽  
Author(s):  
◽  
Steven Dillon Shallard
Keyword(s):  
New Zealand ◽  
Problem Solving ◽  
Primary School ◽  
Teaching And Learning ◽  
Achievement Gains ◽  
Inquiry Based Learning ◽  
Achievement Data ◽  
Research Questions ◽  
High Level ◽  
The Impact

<p>Underachievement in mathematics in Aotearoa/New Zealand continues to be an issue for some students. Inquiry-Based Learning (IBL) has been described by research as one way of addressing these underachievement issues. Ongoing underachievement impacts on students’ confidence which may exacerbate underachievement in a downward spiral. Research has shown that both confidence and achievement can be positively influenced by IBL, therefore IBL was trialled here at All Saints School. This thesis describes a research project which sought to determine the impact of an IBL teaching intervention with the aim of improving outcomes for students underachieving in mathematics. It examines the impact on students’ attitude, confidence and achievement that resulted from the introduction of IBL into the mathematics teaching and learning programme of three classes, Years 3, 4 and 6, in a high socio-economic status (SES), high achieving, urban Catholic full primary school. The intervention drew on a professional learning community where the participant teachers explored literature on IBL and worked together to assist each other to add IBL to the teaching and learning programme for mathematics.  The study design was a mixed methods case study. Qualitative data were gathered through student interviews and surveys. The intervention was undertaken over a full school year, so quantitative achievement data were gathered from the school’s usual assessment methods without the introduction of further external testing or assessment.  Student surveys and interviews from three classes totalling 51 students informed the research questions on student attitude and confidence. Over-all Teacher Judgement (OTJ) and Progressive Achievement Tests (PAT) provided quantitative data which informed the research questions on the impact IBL had on student achievement and the achievement gap between the highest and lowest achievers.  In this school setting students began the intervention with a very positive attitude to mathematics and only minor variations to this were observed. Students also began with a high level of confidence in their overall mathematical ability, but very low confidence in their problem-solving ability specifically. By the end of the intervention, their high level of confidence had extended to their problem-solving confidence also.  PAT achievement data revealed the Year 3 class and the Year 4 underachieving students both made mean achievement gains of a statistically significant level. The Year 4 class only just reached national averages, but the Year 3 and 6 classes exceeding national average results for their year level. A deeper exploration of the data revealed that the low achieving students made major achievement gains for the intervention year. The low achieving Year 4 and 6 students made gains that exceeded both national averages and their high achieving classmates by large margins. Taken together these results further add to the body of evidence that argues for the inclusion of IBL in schools’ mathematics programmes.</p>

scholarly journals Does Inquiry-Based Learning Provide an Approach for Employing Culturally Relevant Pedagogy in a Primary School Classroom?

2021 ◽  
Author(s):  
◽  
Andrea Benge
Keyword(s):  
New Zealand ◽  
Primary School ◽  
Teaching Strategies ◽  
Culturally Relevant Pedagogy ◽  
Culturally Relevant ◽  
Positive Impact ◽  
Inquiry Based Learning ◽  
Effective Teaching Strategies ◽  
The Impact ◽  
Relevant Pedagogy

<p>Inquiry-based learning could be viewed as a form of culturally relevant pedagogy as they both promote student success regardless of student culture. The aim of this research is to explore whether inquiry-based learning is an approach for employing culturally relevant pedagogy in a New Zealand primary classroom setting.  This is a qualitative exploratory case study examining students’ perceptions of learning through an inquiry-based approach. Focus group discussions were conducted to collect data from a group of students’ aged 9, 10 and 11 years from one New Zealand primary school. Data was analysed using a thematic approach that identified findings to be linked to four themes. Four themes of culture, authentic learning, relationships and teaching strategies were used throughout the study as they are deemed important components of inquiry-based learning and culturally relevant pedagogy.  On analysis of the findings it is evident that there are links between inquiry-based learning and culturally relevant pedagogy. The results highlighted students’ perception of the importance of having a sense of belonging with a culture, the impact of authenticity of learning, the quality of relationships between teacher and student and the positive impact of providing a range of effective teaching strategies.</p>

scholarly journals Does Inquiry-Based Learning Provide an Approach for Employing Culturally Relevant Pedagogy in a Primary School Classroom?

2021 ◽  
Author(s):  
◽  
Andrea Benge
Keyword(s):  
New Zealand ◽  
Primary School ◽  
Teaching Strategies ◽  
Culturally Relevant Pedagogy ◽  
Culturally Relevant ◽  
Positive Impact ◽  
Inquiry Based Learning ◽  
Effective Teaching Strategies ◽  
The Impact ◽  
Relevant Pedagogy

<p>Inquiry-based learning could be viewed as a form of culturally relevant pedagogy as they both promote student success regardless of student culture. The aim of this research is to explore whether inquiry-based learning is an approach for employing culturally relevant pedagogy in a New Zealand primary classroom setting.  This is a qualitative exploratory case study examining students’ perceptions of learning through an inquiry-based approach. Focus group discussions were conducted to collect data from a group of students’ aged 9, 10 and 11 years from one New Zealand primary school. Data was analysed using a thematic approach that identified findings to be linked to four themes. Four themes of culture, authentic learning, relationships and teaching strategies were used throughout the study as they are deemed important components of inquiry-based learning and culturally relevant pedagogy.  On analysis of the findings it is evident that there are links between inquiry-based learning and culturally relevant pedagogy. The results highlighted students’ perception of the importance of having a sense of belonging with a culture, the impact of authenticity of learning, the quality of relationships between teacher and student and the positive impact of providing a range of effective teaching strategies.</p>

scholarly journals A Study of the Use of a Guide to Schoolwide Planning for Teacher Aide Supports in a New Zealand Primary School

2021 ◽  
Author(s):  
◽  
Mary Philomena Hancox
Keyword(s):  
New Zealand ◽  
Primary School ◽  
School Personnel ◽  
Ease Of Use ◽  
Teacher Aide ◽  
Level Of Satisfaction ◽  
Teacher Aides ◽  
High Level ◽  
The Impact ◽  
School Team

<p>This study chronicled a process of schoolwide planning for teacher aide supports in a New Zealand primary school. The process replicated the work of Giangreco, Edelman and Broer and followed the guidelines set out in their work - A Guide to Schoolwide Planning for Paraeducator Supports (Giangreco, Edelman, & Broer, 2001a). Data reflect the utilisation and outcomes of the process by school personnel and by the voluntary school team, which was made up of representatives from all adult constituencies of the school community, that is, management, teachers, teacher aides and parents. Results indicated that the process assisted the school and the team in self assessing their teacher aide practices, identifying priorities in need of improvement and developing action plans. Some logistical difficulties were encountered in the implementation of these plans, but despite these difficulties, the team reported a high level of satisfaction with the process. They reported that the process did what it purported to do and rated it highly on consumer-oriented variables (e.g. the logic of the process, ease of use). Additionally, teacher aides responded positively to a questionnaire on the impact of the process on their work and the school team took part in semistructured interviews to document the impact of the process on school personnel and student outcomes. Implications for teacher aide supports for teachers of students with special education needs in regular classrooms are discussed.</p>

scholarly journals A Study of the Use of a Guide to Schoolwide Planning for Teacher Aide Supports in a New Zealand Primary School

2021 ◽  
Author(s):  
◽  
Mary Philomena Hancox
Keyword(s):  
New Zealand ◽  
Primary School ◽  
School Personnel ◽  
Ease Of Use ◽  
Teacher Aide ◽  
Level Of Satisfaction ◽  
Teacher Aides ◽  
High Level ◽  
The Impact ◽  
School Team

<p>This study chronicled a process of schoolwide planning for teacher aide supports in a New Zealand primary school. The process replicated the work of Giangreco, Edelman and Broer and followed the guidelines set out in their work - A Guide to Schoolwide Planning for Paraeducator Supports (Giangreco, Edelman, & Broer, 2001a). Data reflect the utilisation and outcomes of the process by school personnel and by the voluntary school team, which was made up of representatives from all adult constituencies of the school community, that is, management, teachers, teacher aides and parents. Results indicated that the process assisted the school and the team in self assessing their teacher aide practices, identifying priorities in need of improvement and developing action plans. Some logistical difficulties were encountered in the implementation of these plans, but despite these difficulties, the team reported a high level of satisfaction with the process. They reported that the process did what it purported to do and rated it highly on consumer-oriented variables (e.g. the logic of the process, ease of use). Additionally, teacher aides responded positively to a questionnaire on the impact of the process on their work and the school team took part in semistructured interviews to document the impact of the process on school personnel and student outcomes. Implications for teacher aide supports for teachers of students with special education needs in regular classrooms are discussed.</p>

scholarly journals The Effectiveness of Smart Kit in Enhancing Students’ Mathematical Process Skills and Achievement in Mathematics

2019 ◽  
Vol 8 (2S3) ◽  
pp. 191-196
Keyword(s):  
Problem Solving ◽  
Treatment Group ◽  
Primary School ◽  
Teaching And Learning ◽  
Mathematical Achievement ◽  
Control Group ◽  
Process Skills ◽  
Teaching Aids ◽  
Significant Difference ◽  
Mathematical Process

The utilization of teaching aids is crucial in enhancing students’ mathematical process skills. However, teachers give less accentuation on this aspect of usage which leads to students’ low competence in mathematical process skills. The purpose of this study was to determine the effectiveness of a developed teaching aids, in particular, a Smart Kit in enhancing mathematical process skills and achievement among selected primary school students in Hulu Kinta, Perak. The experimental method was used in this study. Cluster sampling was used to select the samples. The samples were divided into two groups, the control and treatment groups which each consisted of 36 respondents. The treatment group was engaged with the developed Smart Kit while the students in the control group followed the conventional method of teaching and learning. Measurement and Geometry topics at primary school level were selected and students’ mathematical process skills were assessed based on Malaysia Assessment and Curriculum Standard Documents. The findings revealed that there was a significant difference in problem solving, reasoning and connecting skills between the control group and the treatment group. Furthermore, the mathematical achievement of the treatment group was higher than the control group. In conclusion, the utilization of the developed Smart Kit enhanced students’ problem solving, reasoning and connecting skills, and improved mathematical achievement. In implicative insinuation, the use of the developed Smart Kit can help teachers and students in teaching and learning processes specifically on the topics of Measurement and Geometry.

scholarly journals Breaking Boundaries: Pressing Issues in Equity, Computing, and Problem-Solving in STEM Undergraduate Education

2018 ◽  
Vol 4 (1) ◽  
pp. 2-12
Author(s):  
Anna Bargagliotti ◽  
Dorothea Herreiner ◽  
Jefrey A. Phillips
Keyword(s):  
Problem Solving ◽  
Undergraduate Education ◽  
National Science Foundation ◽  
Teaching And Learning ◽  
Main Research ◽  
Science Technology ◽  
The Common ◽  
Research Questions ◽  
And Mathematics ◽  
Education Conference

The April 2017 National Science Foundation-funded Breaking the Boundaries in STEM Education conference brought together Southern California science, technology, engineering and mathematics (STEM) faculty to explore equity, problem-solving, and computing in an interdisciplinary manner. Two main research questions guided the overall scope of the conference: (1) What are the common threads across disciplines to approach the teaching and learning of skills that are relevant in STEM? (2) What are the challenges and barriers that need to be overcome in order to foster collaboration across disciplines to impact the teaching and learning of skills relevant in STEM? We describe the background of the conference and provide an overview of the questions addressed.

scholarly journals Preliminary High-Level Modelling Estimates of Impacts of Denicotinisation on Smoking Prevalence in Aotearoa New Zealand

2021 ◽  
Author(s):  
Nick Wilson ◽  
Janet Hoek ◽  
Nhung Nghiem ◽  
Jennifer Summers ◽  
Leah Grout ◽  
...  
Keyword(s):  
New Zealand ◽  
Mass Media ◽  
Smoking Prevalence ◽  
Expert Knowledge ◽  
Adult Population ◽  
Base Case ◽  
Aotearoa New Zealand ◽  
Study Results ◽  
High Level ◽  
The Impact

ABSTRACTAimTo provide preliminary high-level modelling estimates of the impact of denicotinisation of tobacco on changes in smoking prevalence in Aotearoa New Zealand (NZ).MethodsAn Excel spreadsheet was populated with smoking/vaping prevalence data from the NZ Health Survey and business-as-usual trends projected. Using various parameters from the literature (NZ trial data, NZ EASE-ITC Study results), we modelled the impact of denicotinisation of tobacco (with no other tobacco permitted for sale) out to 2025, the year of this country’s Smokefree Goal. Scenario 1 used estimates from a published expert knowledge elicitation process, and Scenario 2 considered the addition of extra mass media campaign and quitline support to the base case.ResultsWith the denicotinisation intervention, adult daily smoking prevalences were all estimated to decline to under 5% in 2025 for non-Māori and in one scenario for Māori (Indigenous population) (2.5% in Scenario 1). However, prevalence did not fall below five percent in the base case for Māori (7.7%) or with Scenario 2 (5.2%). In the base case, vaping was estimated to increase to 7.9% in the adult population in 2025, and up to 10.7% in one scenario (Scenario 1).ConclusionsThis preliminary, high-level modelling suggests a mandated denicotinisation policy for could provide a realistic chance of achieving the NZ Government’s Smokefree 2025 Goal. The probability of success would further increase if supplemented with other interventions such as mass media campaigns with Quitline support (especially if targeted for a predominantly Māori audience). Nevertheless, there is much uncertainty with these preliminary high-level results and more sophisticated modelling is highly desirable.

Interdisciplinary Pedagogies in Higher Education

2017 ◽  
Author(s):  
Debora DeZure
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
Teaching And Learning ◽  
Interdisciplinary Learning ◽  
Professional Students ◽  
Online Tools ◽  
Interdisciplinary Problem Solving ◽  
The Many ◽  
Impact Of Technology ◽  
The Impact

“Interdisciplinary Pedagogies in Higher Education” explores the increasing integration of goals for interdisciplinary learning in American higher education. The chapter begins with working definitions of interdisciplinary learning and the many factors that have led to its proliferation. It then reviews the elaboration of new methods to teach and to assess interdisciplinary learning, emerging models of interdisciplinary problem-solving, and practice-oriented resources and online tools to assist undergraduate, graduate, and professional students and their instructors with interdisciplinary problem-solving and communications in cross-disciplinary and interprofessional contexts. The chapter concludes with the impact of technology, for example, e-portfolios and other digital and technology-enabled tools, and evidence of an emerging body of scholarship of teaching and learning focused on interdisciplinary learning.

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