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AuthorMurphy, Carol
AuthorCalder, Nigel
AuthorMansour, Nasser
AuthorAbu-Tineh, Abdullah
Available date2024-07-24T08:33:17Z
Publication Date2020-10-01
Publication NameInternational Electronic Journal of Mathematics Education
Identifierhttp://dx.doi.org/10.29333/iejme/8445
CitationMurphy, C., Calder, N., Mansour, N., & Abu-Tineh, A. (2020). Introducing WebQuests in Mathematics: a study of Qatari students' reactions and emotions.‏
URIhttps://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85115735043&origin=inward
URIhttp://hdl.handle.net/10576/57045
AbstractThere is a need to investigate didactic strategies that can enhance engagement in science and mathematics education. This paper reports on the introduction of WebQuests, as part of collaborative inquiry, to enhance students’ engagement in their mathematics lessons in Qatar. We present interview data gathered from eight student focus groups (grades 5 to 9) before and after the introduction of WebQuest lessons. Constant comparative analysis was used to examine students’ reactions to using WebQuests in developing student-directed learning and collaboration in relation to support for learning. The analysis identified prospective reactions that were often confirmed retrospectively following the WebQuest lessons. These reactions were further analysed as external expressions of affect encoded by trait-like emotions that were similar to Goldin et al.’s (2011) notion of engagement structures. We suggest that the confirmation of reactions and emotions was influenced by students’ levels of tolerance for ambiguity as a common element across engagement structures.
SponsorThis paper was made possible by NPRP grant # 8-631-5-076 from the Qatar National Research Fund (a member of Qatar Foundation). The findings achieved herein are solely the responsibility of the authors.
Languageen
PublisherModestum LTD
Subjectcollaborative inquiry
emotions
engagement structures
exploratory talk
WebQuests
TitleIntroducing WebQuests in Mathematics: A Study of Qatari Students’ Reactions and Emotions
TypeArticle
Issue Number3
Volume Number15
dc.accessType Abstract Only


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