Abstract
Mathematics is a fragile subject for many students, perhaps due to the lack of explicit connection to its application in real-life and the many narratives about the subject that it is difficult. As such, engaging many students in a mathematics class is always a challenge. This is even a greater challenge in the Australian classrooms for migrant students many of whom have to grapple with the English language of instruction, and for students with learning disabilities who can not pay a sustained attention in the classroom. This study was an action research conducted in a Year 9 class in Australia. The study focused on three students, with two from a migrant background and one with a diagnosed learning disability. These students were identified through a maths identity activity conducted at the start of the year as at risk of disengaging and underperforming in the mathematics subject. Data was collected through pre and post-test, completion of learning interactions and achievement indicators, and observations during lessons and class tasks. The findings suggest that one-on-one and small group conferencing enhanced a positive relationship between the teacher and students struggling in mathematics, and improved the motivation and performance of students who would otherwise become disengaged in the subject.
| Original language | English |
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| Publication status | Published - 04 Oct 2024 |
| Event | The 2024 2nd International Conference on Affective Education - National Chengchi University, Taipei, Taiwan, Province of China Duration: 04 Oct 2024 → 05 Oct 2024 https://sites.google.com/g.nccu.edu.tw/2024icae/nccu-icae |
Conference
| Conference | The 2024 2nd International Conference on Affective Education |
|---|---|
| Abbreviated title | Emotions, motivation and wellbeing for learning in our global interconnectedness |
| Country/Territory | Taiwan, Province of China |
| City | Taipei |
| Period | 04/10/24 → 05/10/24 |
| Other | Overview Affective education has become part of a global reflection. Values and attitudes become learning compasses toward 2030 to guide future education (OECD (2019). OECD future of education and skills 2030 conceptual learning framework: Attitudes and values for 2030). Social-emotional learning, digital pedagogies, and youth empowerment are keys to transforming education and re-thinking learning for achieving the Sustainable Development Goals, especially Target 7, for building peaceful and sustainable societies (https://mgiep.unesco.org). The current 2024 International Conference on Affective Education: Emotions, motivation and wellbeing for learning in our global, interconnected societies (hereby referred to as the Conference) aims to leverage and expand the scope and success of the first 2022 International Conference on Affective Education to bring together academic scholars, researchers, and practitioners to share their research and insights on all aspects of affective education. As such, it will be extended to a two-day conference to accommodate more interested scholars with diverse disciplinary backgrounds from around the world. It also provides a platform to promote multidisciplinary dialogue on the most recent trends, concerns, challenges, and solutions in affective issues including but not limited to: |
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