Student perspectives of mathematics teaching and learning in the upper primary classroom

As part of a qualitative longitudinal case study on engagement in mathematics during the middle years, a group of twenty students in their final year of primary school were asked to provide their views on mathematics teaching and learning. A series of classroom observations were conducted and the students‟ „favourite mathematics teacher‟ was interviewed. This paper explores the students‟ perspectives of teaching and learning mathematics, drawing on current literature concerning issues of engagement in mathematics and factors influencing students‟ engagement levels during the middle years of schooling. Students discussed the qualities of a „good‟ mathematics teacher and these are examined in light of current Australian quality teaching frameworks