Enacting rich mathematical teaching and learning to motivate pupils to engage: An Action Research Study

Utilizing action research as the methodology, this study was developed with the ultimate goal of enhancing pupil motivation and engagement in mathematics by enacting rich mathematical teaching and learning, which involved a move away from the didactic style of teaching and towards a more student-centred teaching approach. The research question that guided my work was as follows: How does enacting rich mathematical teaching and learning affect pupil motivation to engage in mathematics lessons? Several theories inform this study including the work of Dewey, Freire, and Chomsky, as well as Lortie’s idea of the Apprenticeship of Observation and Whitehead’s theory of experiencing oneself as a living contradiction. Theories relative to the themes which emerged from the coding of the data are explored, as is theory relating to that of the Action Research Paradigm. Both qualitative and quantitative data collection methods were used and these methods of data collection were utilized in order to show a change in my teaching and to enable me to show that my teaching is now more in line with the values I hold. They also enabled me to monitor the level of engagement and motivation from the children. The research revealed the following salient findings that enacting a student-centred approach to teaching as opposed to a didactic style of teaching can increase pupils’ engagement levels, as well as their motivation and can help to develop the children’s critical thinking skills. Additionally, change was gradual and difficult due to the complexities of teaching. However, I feel that by being both a teacher and a researcher who is conducting research in my own classroom, and thus encountering these complexities, can therefore help to bridge the gap between research and classroom practice