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

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Inclusion
Pupil grouping and organisation of classes
Mathematics

In what context did the research take place?

The research took place in three Norwich secondary schools which had participated in a previous research study by a teacher researcher, Jerry Oakley for the Norwich Area School Consortium. The schools concerned were over-subscribed successful comprehensives, with mixed socio- economic intake and above average GCSE results in mathematics. The teachers had reasonable confidence in their mathematics and in their teaching and felt they had an unbiased relationship with their pupils. The study involved mathematics teachers and Y9 pupils in middle ability sets. Pupils from these sets were targeted because the authors felt they may have the potential for higher achievement than their projected GCSE grades of C/D.

The authors reported that recent international comparisons in pupils’ mathematical achievement suggest that performance in the U.K. is at rather unsatisfactory levels. Their study was intended to inform practitioners and others interested in pupil achievement about issues of attitude, beliefs and emotions and how they might relate to pupil performance.

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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 In what context did the research take place? The research took place in three Norwich secondary schools which had participated in a previous research study by a teacher researcher, Jerry Oakley for the Norwich Area School Consortium. The schools concerned were over-subscribed successful comprehensives, with mixed socio- economic intake and above average GCSE results in mathematics. The teachers had reasonable confidence in their mathematics and in their teaching and felt they had an unbiased relationship with their pupils. The study involved mathematics teachers and Y9 pupils in middle ability sets. Pupils from these sets were targeted because the authors felt they may have the potential for higher achievement than their projected GCSE grades of C/D. The authors reported that recent international comparisons in pupils’ mathematical achievement suggest that performance in the U.K. is at rather unsatisfactory levels. Their study was intended to inform practitioners and others interested in pupil achievement about issues of attitude, beliefs and emotions and how they might relate to pupil performance.