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I can do it: Year 3 children's perceptions of mathematics lessons identified through their drawings

Compton, A. and Unwin-Berrey, A. (2018) I can do it: Year 3 children's perceptions of mathematics lessons identified through their drawings. Research Proceedings of the 9th British Congress on Mathematics Education. pp. 24-31.

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Abstract

This research involved children drawing themselves in a mathematics lesson, in order to access some of their perceptions about mathematics lessons. Drawings can provide a rich source of data and allow children to communicate emotional and social characteristics while focusing on other features that are important to them. The sample was 234 Year 3 pupils (7 and 8 years of age) from ten primary schools in Lincolnshire, England. The drawings were analysed for teacher-pupil interactions, pupil-pupil interactions and pupils’ perceptions of themselves as learners of mathematics, using a coding system devised for a similar study in Finland. The majority of pupils indicated perceived competence in mathematics. Some gender differences were noted in terms of teacher position and teacher-pupil interactions. Teacher-pupil interactions are an important aspect of mathematics lessons which emphasise communicating reasoning, so teachers should be aware that girls and boys may perceive teacher- pupil interactions differently.

Item Type: Article
Keywords: Mathematics, competence, teacher-pupil relationships, drawings
Divisions: School of Teacher Development
Depositing User: Dr Ashley Compton
Date Deposited: 16 Nov 2018 12:48
Last Modified: 23 Jul 2019 14:20
URI: http://bgro.collections.crest.ac.uk/id/eprint/348

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