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- W2902448610 abstract "Engagement is a multifaceted concept that has been a growing concern for researchers,particularly in mathematics education (Attard, 2012; Chan, Baker, Slee, & Williamson, 2015).In recent years, mathematics education has been seen as boring and dull, and many studentshave disengaged from a relatively early age in learning and participating in mathematics(Grootenboer & Marshman, 2016). Therefore, this is an important issue, as low levels ofengagement among students can put them at risk of decreased participation and, ultimately,low levels of academic achievement (Fredrick et al, 2004). The study reported here wasconceptualised using a theoretical framework that included three dimensions of engagement;emotional, behavioural, and cognitive, and these were used to structure the data collection andanalysis vis-a-vis learning mathematics outdoors. This comparative case study involved 34students from two year 6 classes at a Queensland state primary school. The findings indicatedthat the students were engaged in their mathematics learning in the outdoor context. However,there was no compelling evidence that suggested the outdoor environment was any moreemotionally, behaviourally, or cognitively engaging than the indoor context. There were,however, hints that emotional engagement was facilitated in the outdoor environment asstudents enjoyed the novelty of it, being able to ‘move around’, and also working inpairs/groups. Nonetheless, this requires further investigation in future research. What was clearfrom this study was that there were benefits for student engagement when learning mathematicsoutdoors and that participating in a variety of learning experiences can be seen as valuable forboth students and teachers." @default.
- W2902448610 created "2018-12-11" @default.
- W2902448610 creator A5076021813 @default.
- W2902448610 date "2018-09-01" @default.
- W2902448610 modified "2023-09-28" @default.
- W2902448610 title "Engagement and Outdoor Learning in Mathematics" @default.
- W2902448610 doi "https://doi.org/10.25904/1912/2642" @default.
- W2902448610 hasPublicationYear "2018" @default.
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