Mackay, Sandy;
Golding, Jenefer;
(2023)
How can guided reflection help GCSE resit students develop their problem-solving skills?
In: Marks, R, (ed.)
Proceedings of the British Society for Research into Learning Mathematics 42 (3) November 2022.
BSRLM
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Abstract
This research explored how GCSE Mathematics resit student engagement during a guided reflection intervention could contribute to their problem-solving skills and confidence. Students were involved in individual problem-solving tasks followed by group discussion and reflective journaling. Themes emerged from a grounded approach to the analysis of the qualitative data and led to the theoretical grouping of students with similar levels of engagement. The fully engaged students demonstrated positive behavioural and appropriate emotional engagement, leading to cognitive engagement. This resulted in positive outcomes, supporting the literature. There was evidence in student journals that the partially engaged participants were aware of the thinking abilities of their peers and that this could lead to an understanding of how to use their mathematical knowledge and skills in more flexible and strategic ways. Disengaged students, who attended infrequently or participated minimally, maintained existing barriers to progressing their understanding of mathematics.
| Type: | Proceedings paper |
|---|---|
| Title: | How can guided reflection help GCSE resit students develop their problem-solving skills? |
| Event: | BSRLM |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://bsrlm.org.uk/publications/proceedings-of-d... |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10163227 |
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