Transcript PowerPoint Templates

UQAM 2013
STUDENTING: WHAT REALLY HAPPENS IN
A MATHEMATICS CLASSROOM
- Peter Liljedahl
• Doing their Science homework.
• Pretending to be using a cell phone as a
calculator.
• Copying homework from someone else.
• Mimicking the teacher’s example.
•
Sharpening their pencil.
•
Passive note taking.
•
Pretending to have done homework.
•
Pretending to be collaborating.
•
Pretending to be doing in-class assignments.
•
Pretending to be studying.
•
Pretending to be reading.
•
Forgot something in the locker.
•
Going to the bathroom.
THE PHENOMENON
UQAM 2013
• Pretending to try to solve a problem.
SO WHAT TO CALL IT?
THE PHENOMENON
UQAM 2013
Common Traits
• there is a façade (seems to be directional)
• it subverts the teacher’s intentions (not
always deliberately)
• it isn’t learning!
(Fenstermacher, 1986, p. 39)
STUDENTING
UQAM 2013
The concept of studenting or pupiling is far
and away the more parallel concept to that of
teaching. [..] there is much more to
studenting than learning how to learn. In the
school setting, studenting includes getting
along with one’s teachers, coping with one’s
peers, dealing with one’s parents about begin
a student, and handling the non-academic
aspects of school life.
(Fenstermacher, 1994, p. 1)
STUDENTING
UQAM 2013
[T]hings that students do such as ‘psyching
out’ teachers, figuring out how to get certain
grades, ‘beating the system’, dealing with
boredom so that it is not obvious to teachers,
negotiating the best deals on reading and
writing assignments, threading the right line
between curricular and extra-curricular
activities, and determining what is likely to be
on the test and what is not.
(Fenstermacher, 1994, p. 1)
STUDENTING AS GAMING
UQAM 2013
[T]hings that students do such as ‘psyching
out’ teachers, figuring out how to get certain
grades, ‘beating the system’, dealing with
boredom so that it is not obvious to teachers,
negotiating the best deals on reading and
writing assignments, threading the right line
between curricular and extra-curricular
activities, and determining what is likely to be
on the test and what is not.
• conducive to learning (or not)
• conforms with the teacher’s wishes
(or not)
STUDENTING
UQAM 2013
Studenting is what students do while in
a learning situation.
UQAM 2013
STUDENTING AS GAMING
UQAM 2013
Observation Phase
• lots of observation in many classrooms
• short interviews (audio), field notes, video
Taxonomy/Code Building
• continuous analysis (grounded theoryish)
• looking for contexts and saturation in contexts
Taxonomy/Code Testing
• focused observation, field notes, interviews
• analytic induction
METHODOLOGY
UQAM 2013
now you try one (PME 2013*)
 grade 10
homework (PME-NA 2013*)
 grade 10-12
note taking (TBD)
 grade 12
…
* with
INITIAL CONTEXTS
Darien Allan
UQAM 2013
NOW YOU TRY ONE
Well, I use them to give the students a
chance to check their understanding of
what we had just learned. This way, if
they don't understand something we
can catch it right away.
Researcher And what do the students do with these
problems?
Ms. Duo
For the most part they do the problems.
You'll see when we are in there that
there are a couple of boys in the back
that don't do them but they don't really
do anything. Everyone else, though,
does them.
TEACHER’S INTENTIONS
UQAM 2013
Ms. Duo
Frank
Andrew
Jason
I don’t get it. [shrugging his
shoulders and looking back down
at his cell phone]
My tutor will help me with this
tonight.
I'm just tired today.
AMOTIVATION (n=3)
UQAM 2013
• disengaged for the full class.
Barry
I was waiting until there was a
break in the lesson.
STALLING (n=4)
UQAM 2013
• went to the bathroom (n=2)
• sharpened their pencil
• looking for calculator
Keesha
Jennifer
I don't want to mess up my notes.
Not only will she give us the
answer, she will give us the best
answer. This is the one I want in
my notes.
FAKING (n=2)
UQAM 2013
• pretended to try
• John
This is how we do things in this
class. The teacher gives us an
example and we write it down.
Then she gives us one to try and
we copy what we did in the
example.
MIMICKING (n=17)
UQAM 2013
• constant referencing to the previously
solved problem [ntask  (n-1)example]
Kenneth
I don't know. Maybe. … I mean it
all makes sense. If anything
maybe the examples just showed
me what kinds of questions are
possible.
REASONING (n=6)
UQAM 2013
• tried it on their own
• reasoned their way through it
• anticipated next example
Mimicking
(n=17)
Slacking
(n=3)
Stalling
(n=4)
Checking
Understanding
(n=6)
catching up on notes (n=0)
NOW YOU TRY ONE
UQAM 2013
n=32
gaming
82%
NOW YOU TRY ONE
UQAM 2013
n=32
UQAM 2013
HOMEWORK
Mr. Bennet
No. Its supposed to be formative.
TEACHERS’ INTENTIONS
UQAM 2013
Researcher Why do you assign homework?
Ms. Calie
Mathematics is something you can just
watch. You need to practice it. I assign
homework is so they can practice it.
Researcher Do you mark it.
Ms. Calie
Of course … otherwise they don’t do it.
N
n Marking
10
32
20 random check for completion
10
30
20 random check for completion
11
31
20 random selection of questions marked
11
33
20 not marked
12
28
20 not marked
HOMEWORK
UQAM 2013
Grade
•
“I had basketball practice after school and
when I got home I had to finish my English
essay.”
• I tried but I couldn’t do it
• It wasn’t worth marks
• I took at chance
DIDN’T DO IT (n=31)
UQAM 2013
• I forgot
• I was busy
UQAM 2013
8
7
6
5
4
3
2
Not Marked
1
0
Marked
Not Marked
Marked
I forgot
I was busy
5
3
4
2
I tried, but I
couldn't do it
3
3
I took a
chance
3
0
DIDN’T DO IT (n=31)
It wasn't
worth marks
0
8
•
•
from a friend
from a different year
• Showed a different day
•
rewrote numbers
• Did half
CHEATED (n=15)
UQAM 2013
• Copied
UQAM 2013
7
6
5
4
3
Not Marked
2
1
0
Marked
Not Marked
Marked
Copied
7
1
Faked
5
0
CHEATED (n=15)
Half homework risk
2
0
GOT HELP (n=30)
UQAM 2013
“If you had to do a quiz on this material today,
how do you think you would do?”
• would fail quiz
• would pass quiz
• would excel at quiz
UQAM 2013
9
8
7
6
5
4
3
Not Marked
2
1
0
Marked
Not Marked
Marked
Felt they would fail
quiz
6
1
Felt they would pass
quiz
3
3
GOT HELP (n=30)
Felt they would excel
at quiz
9
8
UQAM 2013
• mimicked from notes
• did not mimic from notes
• mimicked but completed
DID IT ON THEIR OWN (n=24)
UQAM 2013
6
5
4
3
2
Not Marked
1
Marked
0
Marked
Not Marked
Mimicked from notes
4
5
Did not mimic from
notes
6
6
Mimicked but
completed
3
0
DID IT ON THEIR OWN (n=24)
Didn't Do It
15
16
I forgot
5
3
I was busy
4
I tried, but I couldn't do it
Not
Marked
Marked
(n=60)
(n=40)
18
12
Felt they would fail quiz
6
1
2
Felt they would pass quiz
3
3
3
3
Felt they would excel
9
8
I took a chance
3
0
Did it On Their Own
13
11
It wasn't worth marks
0
8
Mimicked from notes
4
5
Cheated
14
1
Did not mimic from notes
6
6
Copied
7
1
Mimicked but completed
3
0
Faked
5
0
Half homework risk
2
0
HOMEWORK
Got Help
UQAM 2013
Not
Marked
Marked
(n=60)
(n=40)
Didn't Do It
15
16
I forgot
5
3
I was busy
4
I tried, but I couldn't do it
Not
Marked
Marked
(n=60)
(n=40)
18
12
Felt they would fail quiz
6
1
2
Felt they would pass quiz
3
3
3
3
Felt they would excel
9
8
I took a chance
3
0
Did it On Their Own
13
11
It wasn't worth marks
0
8
Mimicked from notes
4
5
Cheated
14
1
Did not mimic from notes
6
6
Copied
7
1
Mimicked but completed
3
0
Faked
5
0
Half homework risk
2
0
HOMEWORK
Got Help
UQAM 2013
Not
Marked
Marked
(n=60)
(n=40)
gaming
65%
HOMEWORK
Not Marked (n=40)
gaming
48%
UQAM 2013
Marked (n=60)
UQAM 2013
TAKING NOTES
TEACHER’S INTENTIONS
UQAM 2013
Researcher Why do you make your students copy
notes?
Mr. Clark
I want them to see me demonstrating
how to do the math. And I want them to
write them down so that they have it in
their notes for studying for tests.
UQAM 2013
TAKE NOTES
keep up
n=11
yes
n=3
don’t keep up
n=16
don’t use notes
n=27
USE NOTES TO STUDY
TAKING NOTES (n=30)
don’t
n=3
gaming
63%
gaming
90%
USE NOTES TO STUDY
TAKING NOTES (n=30)
UQAM 2013
TAKE NOTES
UQAM 2013
THEORIZING ABOUT
STUDENTS
doing being … a student (Sacks)
practical rationality (Aaron)
law of least effort (Kahnemann)
motivation and avoidance (Hannula)
didactic tension (Mason)
goal regulation (Hannula)
self-determination theory (Deci & Ryan)
institutional norms (Liu & Liljedahl)
avoidance (Hannula)
learning style (Gardner)
THEORIZING ABOUT STUDENTS
UQAM 2013
•
•
•
•
•
•
•
•
•
•
ALTERNATE
IDEAS
teacher is wrong
GAMING
institutional norms
WITH FAÇADE
(intentional)
avoidance
economy of action
BEATING THE
SYSTEM
doing being
practical rationality
NO FAÇADE
(unintentional)
wrong objective
…
wrong rules
FRAMEWORK OF GAMING
UQAM 2013
preferred learning
style
UQAM 2013
THEORIZING ABOUT
TEACHERS
• are seen as social engineering → teaching
methods are seen as solutions in need of a
problem
• are far removed from individual teachers’
classrooms
• are seen as abstract or theoretical
• represent an ideal
• do not easily bridge to the practical
• are often seen as systemic
THEORIZING ABOUT TEACHERS
UQAM 2013
PROBLEMS PRESENTED IN OTHER RESEARCH:
•
•
•
•
•
•
•
•
are recognizably problematic
are a recognizable reality
have verisimilitude
are familiar
provide a reality check
YET …
are seen as important to change
are within the realm of things that can be changed
THEORIZING ABOUT TEACHERS
UQAM 2013
THESE RESULTS, ON THE OTHER HAND …
UQAM 2013
THEORIZING ABOUT
RESEARCH
UQAM 2013
didactic
contract
RESEARCH
UQAM 2013
didactic
contract
CLASSROOM
UQAM 2013
QUESTIONS and ABUSE
Q&A
[email protected]
www.peterliljedahl.com/presentations
UQAM 2013
THANK YOU!