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Interest and Engagement: Perspectives on Mathematics in the Classroom


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Title: Interest and Engagement: Perspectives on Mathematics in the Classroom
Authors: Nyman, Rimma
E-mail: rimma.nyman@gu.se
Issue Date: 31-Mar-2017
University: Göteborgs universitet. Utbildningsvetenskapliga fakulteten
University of Gothenburg. Faculty of Education
Institution: Department of Pedagogical, Curricular and Professional Studies ; Institutionen för didaktik och pedagogisk profession
Parts of work: I. Nyman, R & Emanuelsson, J. (2013). What do students attend to? Students' Task-Related Attention in Swedish Settings. In B. Kaur, G. Anthony, M. Ohtani & D. Clarke. (Eds.), Student Voice in Mathematics Classroom Around the World (pp. 115-132). Rotterdam: Sense Publishers.

II. Nyman, R. (2015). Indicators of student engagement: What teachers notice during introductory algebra lessons. The International Journal of Mathematics Teaching and Learning, 15(3), 1-17. http://www.cimt.org.uk/journal/nyman.pdf

III. Nyman, R & Kilhamn, C. (2015). Enhancing engagement in algebra: didactical strategies implemented and discussed by teachers. Scandinavian Journal of Educational Research, 59(6), 623-637. http://www.tandfonline.com/doi/full/10.1080/00313831.2014.965790

IV. Nyman, R. (2016). What makes a mathematical task interesting? Educational Research and Reviews, 11(16), 1509-1520. http://www.academicjournals.org/journal/ERR/article-full-text-pdf/DF4FDA660100
Date of Defence: 2017-04-21
Disputation: Fredagen den 21 april 2017, kl 13, Göteborgs universitet, Pedagogen, Hus B, Sal BE036,
Degree: Doctor of Philosophy
Publication type: Doctoral thesis
Series/Report no.: Gothenburg Studies in Educational Sciences
398
Keywords: interest, engagement, mathematics, introduction to algebra, TDS, years 6-9, video analysis, interviews
Abstract: The aim of this research project is to illuminate interest manifested as student engagement in mathematics in years 6-9. In particular, the studies capture how engagement is recognised by teachers and researchers and what didactical strategies the teachers use to engage students in an introduction to algebra. Also, tasks seen by students as interesting and engaging are presented and analysed. Unlike other studies, student engagement is discussed in light of the Theory of Didactical Situations in... more
ISBN: 978-91-7346-911-1 (print)
978-91-77346-912-8 (pdf)
ISSN: 0436-1121
URI: http://hdl.handle.net/2077/51917
Appears in Collections:Doctoral Theses from University of Gothenburg / Doktorsavhandlingar från Göteborgs universitet
Doctoral Theses / Doktorsavhandlingar Institutionen för didaktik och pedagogisk profession

 

 

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