Low-attaining secondary school mathematics students’ perspectives on recommended teaching strategies
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.
Funding
Nuffield Foundation (EDU/42015)
History
School
- Science
Department
- Mathematics Education Centre
Published in
International Journal of Science and Mathematics EducationPublisher
SpringerVersion
- VoR (Version of Record)
Rights holder
© The Author(s)Publisher statement
This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.Acceptance date
2023-09-24Publication date
2023-10-12Copyright date
2023ISSN
1571-0068eISSN
1573-1774Publisher version
Language
- en