Motivating Learners in Low Ability Mathematics Set - Coursework Example

Motivating Learners in Low Ability Mathematics Set Table of Contents Introduction 3 Discussion 4 Conclusion 12 References 14 Bibliography 18 Introduction In this essay, I will attempt to demonstrate the different factors that contribute to secondary school pupils being placed in low ability sets. Accordingly, I will suggest examples that could motivate pupils with low abilities in mathematics to learn the subject as well as involve them in critical thinking usually associated with good mathematics pupils. Education system across the globe is laying considerable stress on stirring students to develop creativity and critical thinking. More specifically, mathematics educators are seemed to be emphasising the development of problem solving skills among the pupils. It cannot be denied that in the classroom far and wide low ability students exist. These students can be seen to perform below par in mathematics for multiple reasons. In this regard, a few pupils are particularly weak in mathematics while others are usually academically weak. In addition, students are nevertheless, aware about the significance and usefulness of mathematics. Despite such awareness, it is apparent that students are less motivated to learn mathematics (Har & Kaur, 1996). Thus, it can be argued that special attention needs to be placed for motivating these students to learn the subject. The educational standards and requirements especially in mathematics are needed to be designed in such a manner that students with low abilities are able to cover them on a par, although with substantial efforts. Technical and boring aspects of classical mathematics in classroom result in dispassionate impressions about the features of contemporary mathematics in the minds of students and the challenges related with the standard curriculum and syllabus need to be removed for students with low abilities in mathematics (Kenderov & Makrides, 2007). Discussion I believe that mathematics to a certain degree is a complex field as compared to other disciplines that includes important subject areas like arithmetic and geometry, which comprise multiple subdomains as well as involve a collection of cognitive processes (Kilpatrick & et. al., 2001). I observed that in the United Kingdom, pupils in the state school were required to follow the National Curriculum until they reach the age of 16. General Certificate of Secondary Education (GCSE) is offered with the responsibility for assessing the mathematics National Curriculum and is generally taken by pupils at the end of compulsory education i.e. age 16 (Lee & et. al., 2010). Similarly, I observed that the deploying teachers for delivering mathematics curriculum in the secondary schools of the UK is challenged with several factors such as difficulties in recruiting and retaining specialist mathematics school teachers. In this regard, I further ascertained that due to the shortages in the staff especially in mathematics, head teachers were engaged in increasing the number of teachers imparting education outside their subject specialism. At the same time, teachers who were assigned with the task of teaching pupils in the secondary school were recognised to be unqualified to teach mathematics. Evidently, it has been observed that 14 per cent of the mathematics teachers in the UK did hold required qualifications for teaching mathematics (Moor & et. al., 2006). Correspondingly, a lack of needed qualification by teachers in the UK can be recognised as one of the potential factors behind reduced motivational level of pupils towards learning mathematics. Swan (2006) has further supported and asserted that the feature of GCSE mathematics teaching is severely criticized in the further education. Evidently, it is stated that every year nearly half of total students appearing for GCSE failed to achieve grade C. In addition, it is claimed that the involvement of pupils is passive and many pupils get demotivated. Pupils are argued to work as individuals and little opportunity for pupils to involve in collaborative discussion of approaches and ideas is offered. Therefore, I believe that poor mathematics curriculum has contributed towards reduced motivation amid the secondary school pupils leading to poor performance of these students and subsequently placing them to low ability sets. Arguably, Anderson (2009) has claimed that current mathematics curriculum in the UK is less strict allowing more flexibility for instructors. The mathematics curriculum in the UK is recognised to contain an approach of personal learning as well as thinking skills and is considered to focus on learning assessment. It is argued that problem solving abilities identified to rest at the heart of mathematics in the UK. Teachers in the UK are claimed to be acquainted with a wide range of support materials based on the professional development. Thus, I believe that mathematics curriculum in the UK has certain implications on the reduced ability of secondary school students in mathematics but there may persist other factors that may account for the secondary school pupils to be placed in low ability sets. Chowdry & et. al. (2010) stated that attitudes and behaviours displayed earlier by the students are the major factors behind the differences in the educational outcome during the course of attaining secondary education. It is argued that not only the attitudes and behaviours revealed by the students have an effect on their ability to develop creativity and critical thinking but the attitudes and behaviours demonstrated by their parents are also advocated to contribute towards the attainment of gap between critical thinking and creativity. In addition, students belonging to financially unstable families are comparatively identified to perform inefficiently in mathematics than the pupils belonging to better-off families. At the same time, students demonstrating higher levels of hyper-activity, peer problems and conduct problems are expected to exhibit poor performance in mathematics. Not surprisingly, I feel that attitudes and behaviours of secondary school pupils are closely related with the aspects of creativity and critical thinking. Although, I have heard and read that financial rewards act as a prime motivational tool for employees working in the organisation but I have never thought that the financial rewards could also have a significant impact on the students ability to learn mathematics. Additionally, I totally agree that for students at any level of school either higher or secondary school, hyper-activity, peer problems and conduct problems can have a significant impact on placing them to low ability sets. This is because at the time of pursuing my secondary school level, when I had any type of conflicts with peers, I would find difficulties in concentrating or listening to my tutor especially in mathematics subject. I am convinced that family background and the origin of nationality have significant impacts on the secondary school students that shape their behaviour and attitudes. Evidently, Tackey & et. al. (2011), argued that pupils with early education had higher academic achievements in the field of mathematics while, those pupils with no early education are identified to likely experience differences in their attainments. Moreover, ethnicity is also considered as one of the major causes that result in secondary school pupils to be placed in a low ability set. It is also claimed that black Caribbean pupils in the UK are disproportionately placed in a low-ability set, particularly in mathematics and science. To be precise, in my view, secondary school pupils exhibiting problem with cognitive burden related with solving complex problems in real world situations, failing to reflect as well as use sound knowledge base, demonstrating inability to apply heuristic models and facing difficulties in schematics representations contribute towards secondary school pupils to be placed in a low ability set (Hoong & et. al., 2013; Sepeng & Sigola, 2013). Undoubtedly, I regard that motivation is an important factor that contributes towards creating positive attitudes and behaviours towards learning mathematics amid the secondary school students placed in a low ability set. Gasco & Villarroel (2014) admitted that motivation is an imperative factor for learning and involving in mathematics. Retrospectively, it is argued that "motivation is a complex pschyo-instructional variable both for multitude of viewpoints and measurements which are associated with it and for the variations which it undergoes from one educational discipline to another” (Gasco & Villarroel, 2014). Similarly, Tella (2007) stated that the impact of motivation on secondary school pupils is significant. It is asserted that students who are highly motivated perform better in mathematics than students with low motivational level. Githua & Mwangi (2003) stated that in the modern world, mathematics is the basis for scientific and technological developments and an essential means of logical and clear communication. Accordingly, it is ascertained that a lack of motivation on mathematics is associated with fear and panic as a result of low self-confidence as well as a lack of enthusiasm demonstrated by teachers having insufficient dynamism and interest in mathematics while teaching the subject. Furthermore, it is observed that a lack of interest in mathematics shown by the students tends to influence the way they listen or react to teachers. In true sense, I believe that mathematics is indeed an essential pool of knowledge that occupies a major importance in the current scientific and technological premises. I personally feel that the level of self-confidence plays an important role in the lives of individual including students. Notably, when I was in secondary school, I had gone through several instances where I had experienced both high and low level of self-confidence. I can state that an individual who has experienced both low and high self-confidence may undoubtedly feel the differences in two situations. In this regard, when I used to feel highly confident, I often indulged myself in creativity and critical thinking practices, which would intrinsically drive me to involve myself in learning mathematics. I firmly believe that those individuals who are motivated through intrinsic conditions are more willing to be involved in critically thinking and creativity than those who are motivated extrinsically. Correspondingly, Park (2012) has firmly asserted that pupils with intrinsic motivation to learn and involve in mathematics are more efficient in processing reading material deeply, which assist them to be more persistence and achieve higher grades than students who are extrinsically motivated. Leuven & et. al. (2010) stated that rewarding students often have a positive impact on their intrinsic motivational level but it is argued that such reward may negatively influence the motivational level of students’ with low ability. Thus, I believe that the characteristics and the beliefs possessed by an individual also have noteworthy impacts on the desire and performance of students. I remember that when I was in secondary school, I always had a feeling of dislike towards history, as I used to feel tedious to learn history owing to which I had never scored good grades in history. On the other hand, I had an instinctive urge to learn mathematics and I enjoyed learning mathematics, which I believe to be strongly related with my characteristics and beliefs. Subsequently, Ignacio & et. al., (2006) asserted that students attitude for learning mathematics is largely determined by his/her personal characteristics and beliefs associated with their academic self-image and motivation for achievement. In my conjecture, the orientation of the pupil towards certain subjects in the curriculum rather than other factors is directly related with the interest towards learning. Chionidou-Moskofoglou (2008) stated that role of information communication technology (ICT) in imparting knowledge regarding mathematics has promoted in increasing the level of interest and motivation among the students with low ability in mathematics. I believe that teaching and learning process of mathematics has currently been modified by the incorporation of ICT. Correspondingly, I believe that inclusion of ICT has undoubtedly raised questions as well as the interest of seeking knowledge about whether the ICT tools will have any impact on reducing the attitudinal deficiencies and promoting motivation amid the secondary school pupils placed in a low ability groups to achieve better learning (Turner & Patrick, 2004). Nonetheless, García-Santillán & et. al. (2013) has claimed that effect of ICT on teaching and learning mathematics has been positive. The unfavourable impact of anxiety on mathematics pupils’ achievements especially in the field of mathematics has accorded considerable attention of researchers worldwide. I have come across the comprehension that there is a large volume of literatures, which influences the teaching practices related to student motivation to learn. In this regard, several frameworks and policies have been ascertained to be articulated in order to motivate pupils to learn mathematics (Stipek & et. al., 2001). Notably, achievement goal theory is considered to be a widely recognised achievement motivation theory (Meece & et. al., 2006). The theory is primarily based on social-cognitive view of motivation. It generally stresses on the types of goals that pupils explore in achievement situation. According to this theory, behaviour is intentional, purposeful, and focussed towards the realization of specific goals. The theory expounds two primary goals that include mastery goals related with motivating challenges to learn mathematics by developing own abilities and accomplishing challenges. Performance goals are goals that are based on comparison and judgement for motivating pupils. I believe that mastery goals are related with intrinsic motivation and incorporating the same in the secondary school policies will have a favourable impact on motivating students with low abilities in mathematics than focusing on performance goals. Nonetheless, I personally believe that incorporating performance goals in secondary school policies although delivers extrinsic motivation but it may have a negative impact on the pupils with low ability in mathematics as compared to the pupils who possess high ability as they may further demotivate pupils with low ability (Covington, 2000). I believe that mathematics is related with human activity, which seeks observing, representing as well as investigating models and quantitative affiliation in both physical and social phenomena amid mathematical objects. In this regard, another theory i.e. realistic mathematics education (RME) can be considered to be a vital framework that motivates secondary school pupils placed in low ability groups to learn mathematics effectively (Middleton & et. al., 2013). In line with this theory, I believe that mathematics needs to be related with reality as well as human activity so that pupils in the secondary school level with low ability in mathematics are able to learn and understand mathematics in an efficient manner. I further consider that the inclusion of such framework will positively influence the motivation level and cognitive behaviour of pupils placed in the low ability groups in the secondary school. I think that creativity and critical thinking can be developed among the mathematics students when they are closely related with the real life instances. I have observed that mathematics curriculum in the UK has undergone radical changes in over the last one and half decade followed by the inclusion of myriad types of formal and informal judgements as well as reviews. They are focused on the functional skills along with voluminous advices delivered to teachers to support and motivate secondary school pupils to learn mathematics. However, despite such policies little improvement in the standards of mathematics is identified. I have observed that mathematics concepts taught at the secondary level were not interconnected with the needs of workplace or the problems encountered in the real-world settings (Dickinson & et. al., 2010). Furthermore, I believe the inclusion of the RME framework in the educational policy will have a considerable impact on the practice of mathematics teachers to motivate secondary school pupils to learn mathematics as well as think that it will facilitate in fostering creativity and problem solving thinking among the students with low ability in mathematics. From the pupils’ perspective, I reckon that RME approach will have a positive impact on their cognitive behaviour as well as it is expected that this framework will increase the students’ participation in learning mathematics. It is my experience that engaging in real world problem solving increases the interest of the students and helps them to understand the aspects that a student might feel complex or might not be able to understand with the use of normal text-book. In addition, I am drawn to the thought that it will have real time effect on the professional practices of individuals assigned with the task of teaching mathematics particularly due to the noteworthy shifts in their understanding and beliefs about the learning and teaching of mathematics. Although I hold it true that at the outset of applying this framework in the actual practice, it might create a challenge the long held beliefs of teachers and the new experience may create a certain degree of discomfort. However, I give credence to RME framework that it will have a dramatic yet positive impact on the personal characteristics and attitudes of secondary school pupils with low ability in mathematics. I am certain that RME framework will definitely change the beliefs and the attitudes of teachers and they will have to no longer push the lesson too quickly and involve in thinking about what simulations can be applied again and again to reinforce understanding of skills. More specifically, I am drawn to the thought that the use of RME framework in the mathematics classroom will make the mathematics class more interesting and interactive. I firmly believe that such environment would benefit both teachers and students by improving teacher-student relationships wherein mathematics students with low ability will be able to foster confidence as well as believe that they can also perform better in mathematics. Conclusion To recapitulate, in this essay, I have attempted to uncover the different factors that contribute to secondary school pupils to be placed in a low ability set and propose examples that could enthuse pupils with low abilities in mathematics to learn and to engage in creativity and critical thinking associated with mathematics. During this essay, I have gone through the review of numerous literatures, which offered me an understanding regarding the factors that usually contribute to secondary school pupils to be placed in a low ability groups. In this regard, I have come across various opinions and views. Through the critical analysis of these opinions and views, I have understood that there are myriad factors that contribute to secondary school pupils being placed in a low ability set. Correspondingly, I have recognised that such factors include poor curriculum design associated with inefficient teaching practices, cognitive problem linked with solving intricate problems in real world situation, absence of resonant and well-organized sphere of knowledge base, failure of mathematics students to apply heuristic approaches, beliefs and attitudes associated with ethnic and family background among others. In addition, I have ascertained that the role of motivation is crucial for stimulating learning attitude among the mathematics students. In this essay, I conjectured that intrinsic motivation is more important for mathematics students with low ability for encouraging and changing their belief of fear and panic towards mathematics. I reckoned that the inclusion of RME framework would have a positive impact on motivating secondary school pupils placed in the low ability sets. I have been drawn by the thought that RME will induce the feeling of creativity and critical thinking behaviour associated with mathematics amid the students. I view this framework to have a positive implication among the teachers and facilitate in changing their previously held beliefs in order to make the mathematics classroom more interesting and intellectual where mathematics pupils with low ability are motivated to perform equally better as compared to those students with high ability. References Anderson, J., 2009. Mathematics Curriculum Development and the Role of Problem Solving. ACSA Conference 2009, pp. 1-8. Chowdry, H. & et. al., 2010. Poorer Children’s Educational Attainment: How Important are Attitudes and Behaviour. Joseph Rowntree Foundation, pp. 10-51. Chionidou-Moskofoglou, M., 2008. Promoting Equity in Maths Achievement. The Current Discussion. Edicions Universitat Barcelona. Covington, M. V., 2000. 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