Abstract
This chapter is an exploration of Australian students’ perspectives of the influence of teachers and their pedagogical practices on engagement with mathematics. Data informing this chapter is derived from a longitudinal case study on engagement with mathematics during the middle years of schooling. Findings from the study highlight that pedagogy can be viewed at two separate yet interconnected levels: pedagogical relationships and pedagogical repertoires. It is proposed that positive pedagogical relationships form the foundation from which engagement with mathematics can develop. It can also be argued that it is through the incorporation of engaging pedagogies that positive pedagogical relationships are formed, highlighting the connections between pedagogical repertoires and relationships, and the importance of Pedagogical Content Knowledge. A product of the study which will be introduced in the conclusion of this chapter is the Framework for Engagement with Mathematics which can be used by teachers as a guide for planning teaching and learning in mathematics.
| Original language | English |
|---|---|
| Title of host publication | Transforming School Mathematics in the 21st Century |
| Editors | Allan L. White, Ui Hock Cheah |
| Place of Publication | Malaysia |
| Publisher | Seamo Recsam |
| Pages | 140-157 |
| Number of pages | 18 |
| ISBN (Print) | 9789679300239 |
| Publication status | Published - 2012 |
Keywords
- mathematics
- study and teaching
- motivation in education
- Australia