Abstract:
A multimethod longitudinal research design was used to explore children's mathematics learning and their attitudes towards mathematics when the Beginning School Mathematics (BSM) resource was being used in junior mathematics. A second aim of this thesis was to provide comment on the appropriateness of a multimethod approach for this study.
Interviews were conducted with 200 students who had recently started school to elicit their attitudes towards school and mathematics, and to establish their mathematical abilities. The interview was repeated eighteen months later with the 155 students still at the schools. A subset of 80 students were observed in 1992 and 1993. These observations were analysed to investigate the extent and content of student talk during mathematics. Parents and caregivers of the students were surveyed for their opinions on junior school mathematics.
Overall, most students appeared to feel happy about school and mathematics. The students interviews established that students had gained mathematical knowledge over the eighteen months, and at the time of both interviews, the range of knowledge within the sample was large. Student talk increased from 1992 to 1993 and confirming the results of other studies, boys talked more than girls, particularly during independent time. Cognitive talk (talk which relates to the learning objectives of the activity), increased from 1992 to 1993 and represented nearly half of all talk. The increase in cognitive talk was offset by a corresponding decrease in non-task talk. Parents and caregivers, although generally positive in their attitudes towards their children's mathematics, had little knowledge of, or involvement in, the mathematics which occurred in the classroom.
A multimethod approach was considered to be highly appropriate for exploring children's mathematics learning. Although limitations exist for most research projects, a multimethod approach is recommended for use whenever possible.
