Mathematical reasoning requires perseverance to overcome the cognitive and affective difficulties encountered whilst pursuing a reasoned line of inquiry. The purpose of this study was to apply and research pedagogic interventions, designed to improve children’s perseverance in mathematical reasoning (PiMR) by creating productive interplay between cognition and affect. This presentation reports on children aged 10-11 from two English schools, purposively selected for their limited PiMR. The data collected, through observation and interview, related to their cognitive and affective responses and the focus of their attention, a conative component. This presentation focuses on one finding: children’s enjoyment during mathematical activity could be a barrier to PiMR. The role of enjoyment as a barrier to PiMR is presented and discussed through illustrative vignettes of children’s mathematical exploration.
|Publication status||Published - 2018|
|Event||University of Brighton Inaugural Education Research & Enterprise Conference - University of Brighton, Brighton, United Kingdom|
Duration: 18 Jun 2018 → 18 Jun 2018
|Conference||University of Brighton Inaugural Education Research & Enterprise Conference|
|Period||18/06/18 → 18/06/18|
- Perseverance in mathematical reasoning
- barrier to learning