Changing students’ beliefs about the relevance of mathematics in an advanced secondary mathematics class

Research output: Contribution to journalArticleAcademicpeer-review

4 Downloads (Pure)

Abstract

This study shows that using authentic contexts for learning differential equations in a differentiation-by-interest setting can enhance students’ beliefs about the relevance of mathematics. The students in this study were studying advanced mathematics (wiskunde D) at upper secondary school in the Netherlands. These students are often not aware of the relevance of the mathematics they have to learn in school. More insights into the application of mathematics in other sciences can be beneficial for these students in terms of preparation for their future study and career. A course differentiating by student interest with new context-rich curriculum materials was developed in order to enhance students’ beliefs about the relevance of mathematics. The intervention aimed at teaching differential equations through guided small-group tasks in scientific, medical or economical contexts. The results show that students’ beliefs about the relevance of mathematics improved, and they appreciated experiencing how the mathematics was applied in real-life situations.
Original languageEnglish
Pages (from-to)87-102
Number of pages16
JournalInternational Journal of Mathematical Education in Science and Technology
Volume51
Issue number1
Early online date17 Nov 2019
DOIs
Publication statusPublished - 2 Jan 2020

Fingerprint

mathematics
Students
student
Differential equations
Differentiation (calculus)
Differential equation
Other Sciences
life situation
Beliefs
Relevance
Class
Curricula
small group
Preparation
secondary school
Teaching
Netherlands
career
curriculum
school

Keywords

  • Education
  • differential equations
  • differentiation by interest
  • relevance of mathematics
  • task design

Cite this

@article{f791a829f3494f449a4ef415263ec4b0,
title = "Changing students’ beliefs about the relevance of mathematics in an advanced secondary mathematics class",
abstract = "This study shows that using authentic contexts for learning differential equations in a differentiation-by-interest setting can enhance students’ beliefs about the relevance of mathematics. The students in this study were studying advanced mathematics (wiskunde D) at upper secondary school in the Netherlands. These students are often not aware of the relevance of the mathematics they have to learn in school. More insights into the application of mathematics in other sciences can be beneficial for these students in terms of preparation for their future study and career. A course differentiating by student interest with new context-rich curriculum materials was developed in order to enhance students’ beliefs about the relevance of mathematics. The intervention aimed at teaching differential equations through guided small-group tasks in scientific, medical or economical contexts. The results show that students’ beliefs about the relevance of mathematics improved, and they appreciated experiencing how the mathematics was applied in real-life situations.",
keywords = "Education, differential equations, differentiation by interest, relevance of mathematics, task design",
author = "D.A.H. Gijsbers and {de Putter - Smits}, Lesley and Birgit Pepin",
year = "2020",
month = "1",
day = "2",
doi = "10.1080/0020739X.2019.1682698",
language = "English",
volume = "51",
pages = "87--102",
journal = "International Journal of Mathematical Education in Science and Technology",
issn = "0020-739X",
publisher = "Taylor and Francis Ltd.",
number = "1",

}

TY - JOUR

T1 - Changing students’ beliefs about the relevance of mathematics in an advanced secondary mathematics class

AU - Gijsbers, D.A.H.

AU - de Putter - Smits, Lesley

AU - Pepin, Birgit

PY - 2020/1/2

Y1 - 2020/1/2

N2 - This study shows that using authentic contexts for learning differential equations in a differentiation-by-interest setting can enhance students’ beliefs about the relevance of mathematics. The students in this study were studying advanced mathematics (wiskunde D) at upper secondary school in the Netherlands. These students are often not aware of the relevance of the mathematics they have to learn in school. More insights into the application of mathematics in other sciences can be beneficial for these students in terms of preparation for their future study and career. A course differentiating by student interest with new context-rich curriculum materials was developed in order to enhance students’ beliefs about the relevance of mathematics. The intervention aimed at teaching differential equations through guided small-group tasks in scientific, medical or economical contexts. The results show that students’ beliefs about the relevance of mathematics improved, and they appreciated experiencing how the mathematics was applied in real-life situations.

AB - This study shows that using authentic contexts for learning differential equations in a differentiation-by-interest setting can enhance students’ beliefs about the relevance of mathematics. The students in this study were studying advanced mathematics (wiskunde D) at upper secondary school in the Netherlands. These students are often not aware of the relevance of the mathematics they have to learn in school. More insights into the application of mathematics in other sciences can be beneficial for these students in terms of preparation for their future study and career. A course differentiating by student interest with new context-rich curriculum materials was developed in order to enhance students’ beliefs about the relevance of mathematics. The intervention aimed at teaching differential equations through guided small-group tasks in scientific, medical or economical contexts. The results show that students’ beliefs about the relevance of mathematics improved, and they appreciated experiencing how the mathematics was applied in real-life situations.

KW - Education

KW - differential equations

KW - differentiation by interest

KW - relevance of mathematics

KW - task design

UR - http://www.scopus.com/inward/record.url?scp=85075128337&partnerID=8YFLogxK

U2 - 10.1080/0020739X.2019.1682698

DO - 10.1080/0020739X.2019.1682698

M3 - Article

VL - 51

SP - 87

EP - 102

JO - International Journal of Mathematical Education in Science and Technology

JF - International Journal of Mathematical Education in Science and Technology

SN - 0020-739X

IS - 1

ER -