Effects of Rich Mathematical Tasks on Primary 5 Students' Motivation-to-learn-Mathematics and Depth of Reasoning

Year: 2017

Author: Sze Hui Ting, Samantha, Ismail, Nerwati, Seet Min Chng, Chamian, Cheng, Ang Kok

Type of paper: Abstract refereed

The purpose of this study is to explore the effects of rich mathematical tasks on a sample of Primary 5 (P5) students' motivation to learn mathematics and depth of reasoning. Rich mathematical tasks help develop mathematical mindsets and create the conditions for deep, connected understanding (Boaler, 2016, p. 57). They also deepen and broaden mathematical content knowledge of students (Erickson, 1999). When students are engaged in learning mathematics, their motivation and mathematical reasoning skills will improve (Henningsen & Stein, 1997). While there have been studies conducted overseas (Kramarski, Mevarech, & Arami, 2002), the literature reported using Singapore primary samples is limited (Cai, 2002; Yeo, 2008). A class of 38 P5 students were involved in the study. They were exposed to one rich mathematical task every fortnight throughout an intervention period of three months. Students were asked to pen down their learning experience through mathematical journaling. Preliminary results suggest positive engagement in class and increased depth of reasoning