Attitude and achievement of the disengaged pupil in the mathematics classroom (Updated)

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Inclusion
Pupil grouping and organisation of classes
Mathematics

Authors

Nardi, E. and Steward, S.

Publisher

University ESRC final report R000223451

Introduction

Are all pupils achieving their mathematical potential? If not, why not?

Many studies have highlighted disaffection in terms of deviant behaviour or truancy. Recent thinking however suggests that there is often a large group of learners who are ‘quietly disaffected’ and whose mathematical potential has yet to be fulfilled. This study set out to explore the attitudes, beliefs and emotions of Year 9 mathematics pupils based in three Norwich schools. The paper draws mainly from pupil interview data, informed by classroom observation, consultation with teachers and pupil achievement data.

The authors found that the focus group (of quietly disaffected pupils) did in fact engage with mathematical tasks in the classroom, but only out of a sense of obligation and experienced no real enjoyment or satisfaction from these activities. The authors identified ‘a profile of quiet disaffection’ in the secondary mathematics classroom and suggest that strategies for re-engaging these pupils may lie in reviewing four key areas: the nature of classroom activities (are they ‘fun’?), teaching styles, the role of the teacher, and the hierarchical nature of setting.

Keywords
United Kingdom; teaching and learning; pupils; secondary schools; disaffection; year 9; mathematics; self-esteem; teaching styles; pupil attitudes; pupil participation; pupil alienation; setting; inclusion

Your path: Home > Welcome to The Research Informed Practice Site (TRIPS) > Themes > Mathematics > Attitude and achievement of the disengaged pupil in the mathematics classroomTueJun241346352003
Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction What did the researchers aim to do? In what context did the research take place? What do we know about disaffection in relation to mathematics? What does this report tell us about the 'disengaged pupil'? How might we re-engage students in their mathematics studies? How did the authors conduct their research? Implications Where can I find out more? Send us your feedback Collated digests To find out more about collated digests click here Get Word Reader Attitude and achievement of the disengaged pupil in the mathematics classroom (Updated) This digest found in Inclusion Pupil grouping and organisation of classes Mathematics Send to a friend Word doc 360KB Printer friendly Collate for later Authors Nardi, E. and Steward, S. Publisher University ESRC final report R000223451 Introduction Are all pupils achieving their mathematical potential? If not, why not? Many studies have highlighted disaffection in terms of deviant behaviour or truancy. Recent thinking however suggests that there is often a large group of learners who are ‘quietly disaffected’ and whose mathematical potential has yet to be fulfilled. This study set out to explore the attitudes, beliefs and emotions of Year 9 mathematics pupils based in three Norwich schools. The paper draws mainly from pupil interview data, informed by classroom observation, consultation with teachers and pupil achievement data. The authors found that the focus group (of quietly disaffected pupils) did in fact engage with mathematical tasks in the classroom, but only out of a sense of obligation and experienced no real enjoyment or satisfaction from these activities. The authors identified ‘a profile of quiet disaffection’ in the secondary mathematics classroom and suggest that strategies for re-engaging these pupils may lie in reviewing four key areas: the nature of classroom activities (are they ‘fun’?), teaching styles, the role of the teacher, and the hierarchical nature of setting. Keywords United Kingdom; teaching and learning; pupils; secondary schools; disaffection; year 9; mathematics; self-esteem; teaching styles; pupil attitudes; pupil participation; pupil alienation; setting; inclusion