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ERIC Number: EJ1177891
Record Type: Journal
Publication Date: 2013
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1029-8457
The Evolution of an Instrument for Researching Young Mathematical Dispositions
Graven, Mellony; Hewana, Diliza; Stott, Debbie
African Journal of Research in Mathematics, Science and Technology Education, v17 n1-2 p26-37 2013
In this paper, we share our experience of searching for ways in which to access learner dispositions and the evolution of an instrument that we have used as both a written and an interview instrument. We argue for the importance of understanding young learner mathematical learning dispositions in order to inform ways in which to support learning. As researchers, finding ways in which to access learner mathematical dispositions can be difficult, especially with young learners who struggle to articulate their stories. Mathematical learning dispositions are taken to include what learners say about learning and how they act when they learn. The focus of this paper is on gathering data in relation to the former. In order to illuminate what the instrument allows us to see we share some preliminary findings from our research. Our findings draw on evidence gathered, in interview form, from 16 learners in two grade 3 after school maths clubs and evidence gathered, in written form, from 614 grade 4 learners across 10 schools in the broader Grahamstown area. We interrogate the extent to which these articulated dispositions indicate constrained learning opportunities. The preliminary findings shared in this paper illuminate both what the instrument allows one to see as well as the limitations of the instrument.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A