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Improving intellectual and affective qua   Improving intellectual and affective qua... - PDF Document (63 M)
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Citation Williams, G. (2005). Improving intellectual and affective quality in mathematics lessons: how autonomy and spontaneity enable creative and insightful thinking. PhD thesis, Department of Science and Mathematics Education, The University of Melbourne.
Handle 10187/2380
Title Improving intellectual and affective quality in mathematics lessons: how autonomy and spontaneity enable creative and insightful thinking
Creator Williams, Gaynor
Date 2005-09
Subject / Keywords study and teaching of mathematics, creative thinking, problem solving, group work in education, autonomy, spontaneity, spontaneous abstraction, optimistic, resilience
Abstract The nature of creative mathematical thinking undertaken by students in classroom settings was studied through analysis of the autonomy and spontaneity associated with these processes. The theoretical lens developed enabled simultaneous analysis of cognitive, social, and affective elements of the creative process, and student responses to successes and failures during their exploratory activity (resilience or optimism). Collective case study was employed, with each case progressively informing the analysis of subsequent cases. The classrooms of teachers who were seen by their school communities to display 'good teaching practice' were selected for study. It was anticipated that such classrooms would provide more opportunity to study creative thinking than classrooms chosen at random. During the research period, each student participated individually in post-lesson interviews that were stimulated by lesson video material. To generate data to study student thinking, and the social and personal influences upon it, students were asked to identify parts of the lesson that were important to them, and discuss what was happening, and what they were thinking and feeling. Through this process, students who explored mathematical complexities to generate new mathematical knowledge were identified. (For complete abstract open document)
Type PhD thesis
Notes Deposited with permission of the author. © 2005 Dr. Gaynor Williams
Publication Status Unpublished
Peer Reviewed Peer Reviewed
Faculty/Department Department of Science and Mathematics Education
Institution University of Melbourne
Collection Research Collections (UMER)
Rights Terms and Conditions: Copyright in works deposited in the University of Melbourne Eprints Repository (UMER) is retained by the copyright owner. The work may not be altered without permission from the copyright owner. Readers may only, download, print, and save electronic copies of whole works for their own personal non-commercial use. Any use that exceeds these limits requires permission from the copyright owner. Attribution is essential when quoting or paraphrasing from these works.
PID 68936
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