This mixed methods research involved an original exploration of the views of a small group of children in years one and two, regarding their perceptions of maths and themselves as mathematicians. The views of their teachers were also gathered for additional information. Of particular interest was an evaluation of the effects of a Key Stage One maths intervention, devised by an Educational Psychology Service (EPS), on the pupils' views and their approach to maths. The research was approached from a pragmatic epistemological position which allowed for the flexibility of using a combination of both qualitative and quantitative methods. Social Cognitive theory provided a relevant theoretical background for the research. Within this, the concept of self-efficacy (Bandura, 1977,1986) provides a useful framework to aid understanding of the factors which affect learning. Previous research has shown that self-efficacy influences academic motivation, learning, and achievement (e. g. Bandura, 1997). The main emphasis was on the qualitative aspect of the research. This involved the use of semi-structured interviews with the pupils and their teachers which were undertaken before and after the pupils had been involved in the maths intervention group. The data derived from these interviews was then analysed using thematic analysis, following the recommendations specified by Braun and Clarke (2006). Quantitative scaling questions about their views of maths were also carried out with the pupils, before and after they had taken part in the maths intervention. Additional visual resources were provided to facilitate the pupils' responses. Findings from the thematic analysis of the qualitative data indicated that following the intervention, the pupils' perceptions of maths and themselves as mathematicians were more positive. Teachers also perceived an increase in the pupils' confidence and understanding of basic maths skills after the intervention. Statistical analysis of the quantitative data using a Wilcoxon test, revealed a statistical significance in changes between pre and post intervention responses. The limitations and further implications for the research regarding EP practice and the importance of pupils' perceptions for learning in maths are considered.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:550451 |
| Date | January 2011 |
| Creators | Tyndale-Biscoe, Jane |
| Publisher | University of East London |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
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