What Really Happens in a Mathematics Classroom Peter Liljedahl THE PHENOMENON Pretending to try to solve a problem Doing their Science homework Pretending to be using a cell phone as a calculator ID: 597551
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Slide1
Studenting: What Really Happens in a Mathematics Classroom
- Peter LiljedahlSlide2
THE PHENOMENON
Pretending to try to solve a problem.
Doing their Science homework.
Pretending to be using a cell phone as a calculator.
Copying homework from someone else.
Mimicking the teacher’s example.
Sharpening their pencil.
Passive note taking.
Pretending to have done homework.
Pretending to be collaborating.
Pretending to be doing in-class assignments.
Pretending to be studying.
Pretending to be reading.
Forgot something in the locker.
Going to the bathroom. Slide3
THE PHENOMENON
Common Traits
t
here is a façade (seems to be directional)
it subverts the teacher’s intentions (not always deliberately)
it isn’t learning!
SO WHAT TO CALL IT?Slide4
STUDENTING
The concept of
studenting
or
pupiling
is far and away the more parallel concept to
that of
teaching
. [..] there
is much more to
studenting
than learning how to learn. In the school setting
,
studenting
includes getting along with one’s teachers, coping with one’s peers,
dealing with
one’s parents about begin a student, and handling the non-academic aspects
of school
life
.
(
Fenstermacher
,
1986,
p.
39)Slide5
STUDENTING
[T]
hings
that students do such as ‘psyching out’ teachers, figuring out how to get certain grades, ‘beating the system’, dealing with boredom so that it is not obvious to teachers, negotiating the best deals on reading and writing assignments, threading the right line between curricular and extra-curricular activities, and determining what is likely to be on the test and what is not
.
(
Fenstermacher
, 1994, p
. 1)Slide6
STUDENTING AS GAMING
[T]
hings
that students do such as ‘
psyching out
’ teachers, figuring out how to get certain grades,
‘
beating
the
system
’, dealing with boredom so that it is not obvious to teachers, negotiating the best deals on reading and writing assignments, threading the right line between curricular and extra-curricular activities, and determining what is likely to be on the test and what is not
.
(
Fenstermacher
, 1994, p
. 1)Slide7
STUDENTING
Studenting
is what
students do while in a learning
situation.
conducive to learning
(or not)
conforms with the teacher’s wishes
(or not)Slide8
STUDENTING AS GAMINGSlide9
METHODOLOGY Slide10
INITIAL CONTEXTSnow you try one (PME 2013*)
grade 10
homework (PME-NA 2013*)
grade 10-12
note taking (TBD)
grade 12
…
*
with Darien AllanSlide11
NOW YOU TRY ONESlide12
TEACHER’S INTENTIONS
Ms.
Duo
Well, I use them to give the students a
chance to
check their understanding of
what
we had
just
learned. This way, if
they
don't understand
something
we
can
catch it right away.
Researcher
And what do the students do with these
problems?Ms. Duo For the most part they do the problems. You'll see when we are in there that
there are a couple of boys in the back that don't do them but they don't really do anything. Everyone else, though, does them. Slide13
AMOTIVATION (n=3)
disengaged for the full class.
Frank
I
don’t get it
.
[shrugging his
shoulders
and looking back down
at
his cell phone]
Andrew
My
tutor will help me with this
tonight.
Jason
I'm
just tired today.Slide14
STALLING (n=4)
went to the bathroom (n=2)
sharpened their pencil
looking for calculator
Barry
I was waiting
until there was a
break
in
the lesson.Slide15
FAKING (n=2)
pretended to try
Keesha
I
don't want to mess up my
notes.
Jennifer
Not
only will she give us the
answer
, she will give us the best
answer
. This is the one I want in
my
notes
.Slide16
MIMICKING (n=17)
constant referencing to the previously solved
problem
[
n
task
(n-1)
example
]
John
This
is how we do things in
this class
. The teacher
gives
us an
example and we write it down. Then she gives us one to try and we copy what we did in the example.Slide17
REASONING (n=6)
tried it on their own
reasoned their way through it
anticipated next example
Kenneth
I
don't know. Maybe. … I mean it
all
makes sense. If anything
maybe
the examples just showed
me
what kinds of questions are
possible.Slide18
NOW YOU TRY ONE
catching up on notes (n=0
)
n
=32Slide19
NOW YOU TRY ONE
n
=32Slide20
HOMEWORKSlide21
TEACHERS’ INTENTIONS
Researcher
Why do you assign homework?
Ms.
Calie
Mathematics is something you can just watch. You need to practice it. I assign homework is so they can practice it.
Researcher
Do you mark it.
Ms.
Calie
Of course … otherwise they don’t do it.
Mr.
Bennet
No. Its supposed to be formative. Slide22
HOMEWORK
Grade
N
n
Marking
10
32
20
random check for completion
10
30
20
random check for completion
11
31
20
random selection of questions marked
11
33
20
not marked
12
28
20
not markedSlide23
DIDN’T DO IT (n=31)
I forgot
I was busy
“I had basketball practice after school and when I got home I had to finish my English essay.”
I tried but I couldn’t do it
It wasn’t worth marks
I took at chanceSlide24
DIDN’T DO IT (n=31)Slide25
CHEATED (n=15)
Copied
from a friend
from a different
year
Showed a different day
rewrote numbers
Did halfSlide26
CHEATED (n=15)Slide27
GOT HELP (n=30)
“
If you had to do a quiz on this material today, how do you think you would do?
”
would fail quiz
would pass quiz
would excel at quizSlide28
GOT HELP (n=30)Slide29
DID IT ON THEIR OWN (n=24)
m
imicked
from notes
d
id
not mimic from notes
m
imicked
but completedSlide30
DID IT ON THEIR OWN (n=24)Slide31
HOMEWORK
Marked
(n=60)
Not Marked
(n=40)
Marked
(n=60)
Not Marked
(n=40)
Didn't
Do It
15
16
Got
Help
18
12
I
forgot
5
3
Felt
they would fail quiz
6
1
I
was busy
4
2
Felt
they would pass quiz
3
3
I
tried, but I couldn't do it
3
3
Felt
they would
excel
9
8
I
took a chance
3
0
Did
it On Their Own
13
11
It
wasn't worth marks
0
8
Mimicked
from notes
4
5
Cheated
14
1
Did
not mimic from notes
6
6
Copied
7
1
Mimicked
but completed
3
0
Faked
5
0
Half
homework risk
2
0Slide32
HOMEWORK
Marked
(n=60)
Not Marked
(n=40)
Marked
(n=60)
Not Marked
(n=40)
Didn't
Do It
15
16
Got
Help
18
12
I
forgot
5
3
Felt
they would fail quiz
6
1
I
was busy
4
2
Felt
they would pass quiz
3
3
I
tried, but I couldn't do it
3
3
Felt
they would
excel
9
8
I
took a chance
3
0
Did
it On Their Own
13
11
It
wasn't worth marks
0
8
Mimicked
from notes
4
5
Cheated
14
1
Did
not mimic from notes
6
6
Copied
7
1
Mimicked
but completed
3
0
Faked
5
0
Half
homework risk
2
0Slide33
HOMEWORKSlide34
TAKING NOTESSlide35
TEACHER’S INTENTIONS
Researcher
Why do you make your students copy notes?
Mr.
Clark
I want them to see me demonstrating how to do the math. And I want them to write them down so that they have it in their notes for studying for tests. Slide36
TAKING NOTES (n=30)
don’t
n=3
don’t use notes
n=27
yes
n=3
don’t keep up
n=16
USE NOTES TO STUDYSlide37
TAKING NOTES (n=30)
gaming
90%
gaming
63%
USE NOTES TO STUDYSlide38
THEORIZING ABOUT STUDENTSSlide39
THEORIZING ABOUT STUDENTS
doing being … a student (Sacks)
practical rationality (Aaron)
law of least effort (
Kahnemann
)
motivation and avoidance (
Hannula
)
didactic tension (Mason)
goal regulation (
Hannula
)
self-determination theory (
Deci
& Ryan)
institutional norms (Liu & Liljedahl)
avoidance (
Hannula
)learning style (Gardner)Slide40
FRAMEWORK OF GAMING Slide41
THEORIZING ABOUT TEACHERSSlide42
THEORIZING ABOUT TEACHERS
PROBLEMS PRESENTED IN
OTHER
RESEARCH:
are
seen as social
engineering
→
teaching
methods are seen as
solutions
in need of a
problem
are far removed from individual teachers’ classrooms
are seen as abstract or theoretical
represent an ideal
do not easily bridge to the practical
are often seen as systemicSlide43
THEORIZING ABOUT TEACHERS
THESE RESULTS, ON THE OTHER
HAND …
are
recognizably problematic
are a recognizable reality
have verisimilitude
are familiar
provide a reality check
YET …
are seen as important to change
are
within the realm of things that can be
changedSlide44
THEORIZING
ABOUT RESEARCHSlide45
RESEARCHSlide46
CLASSROOMSlide47
Q & A
QUESTIONS and ABUSESlide48
THANK YOU!
liljedahl@sfu.ca
www.peterliljedahl.com/presentations