Yesterday, today and tomorrow : promoting conceptual understanding in mathematics using a five question approach

Abstract

During recent decades in Australia and internationally, academics and policy makers have expressed concern about decreasing levels of engagement with mathematics, with many students choosing not to pursue the study of mathematics at higher levels. With fewer students taking up tertiary studies that require high-level mathematics the result is a shortage of mathematics teachers in Australian schools. This thesis is the culmination of a thirty-year teaching career in which I developed the Five Question Approach (FQA) to teaching mathematics. It reports on the influence of the FQA on student engagement and academic performance in secondary mathematics classes (Years 7 to 12) in Australia. Student engagement is influenced by the degree of success that is experienced in the mathematics classroom. In turn, success is often determined by the depth of understanding that students gain during predetermined time frames. The FQA removes the predetermined time frames using the yesterday, today and tomorrow approach where questions are provided on previously learnt material for revision and fluency, current material for consolidation, and future material for preparation allows greater flexibility in content delivery, pacing and consolidation of content. This mixed-methods case study draws on data collected in three Australian secondary classrooms. The findings indicated that the FQA increased student engagement with mathematics in the classroom, with students feeling that they were better at mathematics and more able to answer questions and solve problems. There was a change from a fixed to a growth mindset and significant improvement in academic performance. The findings further indicated that the FQA led to increased student engagement, academic improvement and a significant decrease in examination anxiety.

Date of Award	2018
Original language	English