Hodgen, J;
Foster, C;
Brown, M;
Martin, D;
(2023)
Low-Attaining Secondary School Mathematics Students’ Perspectives on Recommended Teaching Strategies.
International Journal of Science and Mathematics Education
10.1007/s10763-023-10420-8.
(In press).
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Abstract
Recent research syntheses have identified several potentially high-leverage teaching strategies for improving low-attaining secondary school students’ learning of mathematics. These strategies include the structured use of representations and manipulatives and an emphasis on derived facts and estimation. This paper reports on 70 semi-structured interviews conducted with low-attaining students in Years 9–10 (ages 13–15) in England. The interviews addressed the students’ perceptions of learning mathematics and the teaching strategies that they experienced and believed were most helpful. Many students reported rarely using number lines, not spontaneously estimating answers and being unfamiliar with derived facts. During the interviews, with minimal direction, students often showed that they were well able to make use of these strategies; however, they did not report making spontaneous use of them independently. We conclude that many of the most well-evidenced and recommended strategies to support low-attaining students in mathematics appear to be unfamiliar and unvalued, and we discuss how this might be addressed.
| Type: | Article |
|---|---|
| Title: | Low-Attaining Secondary School Mathematics Students’ Perspectives on Recommended Teaching Strategies |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1007/s10763-023-10420-8 |
| Publisher version: | https://doi.org/10.1007/s10763-023-10420-8 |
| Language: | English |
| Additional information: | This work is licensed under a Creative Commons Attribution 4.0 International License. The images or other third-party material in this article are included in the Creative Commons license, unless indicated otherwise in the credit line; if the material is not included under the Creative Commons license, users will need to obtain permission from the license holder to reproduce the material. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/ |
| Keywords: | Derived facts, Estimation, Low attainment, Manipulatives, Representations, Research-informed practice, Student perspectives |
| 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/10179599 |
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