VET in the middle: Catering for motivational differences in vocational access course in numeracy
Ewing, Bronwyn F., Baturo, Annette R., Cooper, Thomas J., Duus, Elizabeth A., & Moore, Kaitlin M. (2007) VET in the middle: Catering for motivational differences in vocational access course in numeracy. In Woo, J.H., Lew, H.C., Park, K.S., & Seo, D.Y. (Eds.) 31st Annual Conference of the International Group for the Psychology of Mathematics Education, 17-21 July, 2007, Seoul, South Korea: Seoul National University.
Within Queensland, young people who disengage from schooling before Year 11, are required to return to study at school or vocational training institutions in special numeracy and literacy access courses if they do not have a job. This paper describes a study of young people's and teachers' perceptions of teaching and learning at one vocational institution which, because of its location, attracts a significant number of access students who live without parental support. The study found that the young people formed two groups; one which was resistant and resentful, and the other which was participatory and indifferent. The first group had to be cajoled and tempted by intrinsically interesting mathematics activities (e.g., computer based activities) while the second was happy to work through symbolically–based worksheets. However, regardless of group, most of the access students felt 'cheated' by constructivist approaches using materials; rather they wanted procedurally based activities like the traditional school mathematics classrooms in which they had previously failed. This paper reports on early data from one TAFE site.
Impact and interest:
Citation countsare sourced monthly fromand citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloadsdisplays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||Conference Paper|
|Additional Information:||The contents of this conference can be freely accessed online via the conference's web page (see hypertext link).|
|Keywords:||vocational mathematics education, teaching and learning of mathematics, student engagement, HERN|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Secondary Education (130106)|
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Technical Further and Workplace Education (130108)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Mathematics and Numeracy Curriculum and Pedagogy (130208)
|Divisions:||Current > Research Centres > Office of Education Research|
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2007 (The authors)|
|Deposited On:||11 Aug 2008|
|Last Modified:||27 Oct 2014 14:57|
Repository Staff Only: item control page