How does the use of context in mathematics promote pupil progress, understanding and engagement?

Student,, A. (2016) How does the use of context in mathematics promote pupil progress, understanding and engagement? Undergraduate thesis, University of Chichester.

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Abstract

The aim of this study was to investigate the use of context in mathematics lessons and how it effects pupil’s progress, engagement and understanding. This project was conducted in a 3-5 form entry primary school as they transition into a 4 form school. Observations of 3 different classes in different year groups was initially carried out to gain some insight into whether teachers used context in their mathematics lessons. This was followed up by an interview with the mathematics coordinator and a teaching exercise and questionnaires, to see how children responded to different ways of presenting context in mathematics lessons and if they retained more information from those lessons. The results of this study indicated that there is a place for context in mathematics lessons however teachers are more inclined to use it in their explanations and do not often consider using real life contexts, as opposed to pseudo contexts, to further the progress of the pupils in their class. The research concludes by summarising the key findings, discussing any implications and reflecting on how this study can influence future teaching practice.

Item Type: Thesis (Undergraduate)
Additional Information: BSc (Hons) Mathematics and Teaching
Uncontrolled Keywords: maths, mathematics, pupil progress,
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
Q Science > QA Mathematics
Divisions: Departments > Education
Undergraduate Dissertations
Depositing User: Ruth Clark
Date Deposited: 11 Oct 2017 11:19
Last Modified: 11 Oct 2017 11:19
URI: http://eprints.chi.ac.uk/id/eprint/3052

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