Abstract
This article reports on a qualitative investigation of Albanian students’ motives for preferring certain real-life situations to be used in school mathematics, and possible connections of these motives to characteristics and issues within Albanian society. It is based on realistic interviews with students from Grades 8 and 9 in a school in the district of Shkodra in northern Albania. Interviews were conducted after students experienced five teaching units which dealt with mathematics embedded in real-life situations. Results are expressed in terms of contextmechanism-outcome configurations as proposed by critical realist theory. Most of the resultsare supported by those from a previous quantitative study which found that students prefer real-life situations which deal with computer games, being productive in a job, community development, and recreation, physical exercise and sport. An important mechanism uncovered in this study was the role of the mathematics that the topic introduced; degree of difficulty of the mathematics influenced the choice of preferred contexts by students. Preferences expressed by students are therefore to be considered with care.
Highlights
Inclusion of real-life situations in school mathematics textbooks and other teaching materials is discussed the world over (e.g. Department of Basic Education, 2010; Encyclopaedia Britannica, 2011; Julie, Holtman & Mbekwa, 2011; National Mathematics Advisory Panel, 2008; Organisation for Economic Co-operation and Development, 2006; Qualifications and Curriculum Authority, 2007)
This article reports on a qualitative investigation of Albanian students’ motives for preferring certain real-life situations to be used in school mathematics, and possible connections of these motives to characteristics and issues within Albanian society
Similar trends are emerging in the Albanian school mathematics curriculum, where importance is placed on the need for students to recognise and use mathematical concepts in everyday life and in other school subjects (Institute of Curricula and Training, 2008)
Summary
Similar trends are emerging in the Albanian school mathematics curriculum, where importance is placed on the need for students to recognise and use mathematical concepts in everyday life and in other school subjects (Institute of Curricula and Training, 2008). Teachers are encouraged to bring examples from other school subjects into their mathematics teaching (Institute of Curricula and Training, 2007). These latest changes in the Albanian school mathematics curriculum should be reflected in mathematics textbooks and other teaching materials, and by the teachers who are expected to introduce these changes to students in the classroom. During selection of the real-life situations to use in teaching mathematics, students’ opinions are not usually taken into account
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
