EDUC 4206: Professional

Experience 4: Teacher as
Inquirer
The Proposal
An investigation into how I can engage students through
a constructivist teaching approach during Mathematics.

Danielle Monjean
Student ID- 110234120
Table of Contents
Introduction.................................................................................................................................................................... 3
Context for learning....................................................................................................................................................3
The community of learners.........................................................................................................................................3
Case Study A..............................................................................................................................................3
Case Study B..............................................................................................................................................3
Topic of significance for inquiry into own practice for learning .................................................................................4
Literature Review............................................................................................................................................................4
Plan of action.................................................................................................................................................................. 6
Ethical Considerations.................................................................................................................................................7
Methodology................................................................................................................................................................... 7
Beginning:..................................................................................................................................................8
Middle:.......................................................................................................................................................8
End:............................................................................................................................................................8
References...................................................................................................................................................................... 9
Appendices:................................................................................................................................................................... 11
Appendix 1: Map of school........................................................................................................................................11
.................................................................................................................................................................................. 11
Appendix 2: Mathematics Unit Plan..........................................................................................................................12
Appendix 3:Photos of hands on resources................................................................................................................12
Appendix 4: Parent letter and consent form.............................................................................................................13
Appendix 5: Four-week plan......................................................................................................................................14
Appendix 6: Observation Checklist............................................................................................................................15
Appendix 7: Child Feedback Form.............................................................................................................................16

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Introduction
Context for learning
Gaining the children’s interest and engagement within Mathematics is a main issue within the classroom
(Hilton 2018, pg. 147). This is why an inquiry was planned to teach Mathematics while using a
constructivist approach at the focus school (appendix 1). This coeducational government school is located
in the Adelaide Northern Suburbs region, catering for around 510 Reception to year 7 students. According
to the Department for Education and Child Development (2015), the school is classed as a category 6.
Within the school, a variety of diversities including many families from Asian, Indian and Australian
backgrounds is evident. The school prides itself in working with parents to provide optimum academics
over the different learning areas.

The community of learners

The inquiry will focus on implementing teaching strategies during the mathematics curriculum with 24 year
1 students, 12 male and 12 females. At the time of the inquiry, there were around 12 students who were
from English as Second Language (ESL) backgrounds and two students accessing an NEP.

The class has a range of diversities, religions, and social economic backgrounds. Due to this, there are
learners with learning difficulties, language barriers or disadvantaged backgrounds. These diversities will
inform my approach to teaching and learning. The two case study children, child A and child B, were
selected due to their diversities and high levels of attendance.

Case Study A
Child A, aged six, was originally from China. Due to this diverse background, she began speaking English at
the beginning of Reception, 1 year ago. As a result of this, there is a minor language barrier. Based on
observations, it was noted that she experienced difficulty in the literary curriculum due to the inability to
understand the different sounds.

Case Study B
Child B, aged six, was born here in Australia and is from a high socioeconomic background with two doctors
as parents. From the observations conducted during the lead in days, he is very capable of achieving the
year 1 curriculum learning links but can lack motivation and the self-regulation skills to undertake their
book work efficiently.

From the initial observations, the findings supported the decision of the inquiry project. To support these
student’s needs, a constructivist learning approach would be beneficial in their learning of the
mathematical concept, data representation, through providing hands on, differentiated, whole class, small
group and/or learning activities. These opportunities to physically engage, move around and fully
experience the learning environment will enhance their learning significantly.

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Topic of significance for inquiry into own practice for learning
Through critical reflection and exploration from previous placements, gaining student motivation and
attention during mathematics was a particular area of improvement discovered. Alongside exploring my
practices and improving my pedagogy, implementing a constructivist teaching approach will best suit the
community of learners, in particular child A and child B. Targeting the issue of lack of motivation through
the effectiveness of a constructivist teaching approach will allow for physical engagement and the increase
of student understanding of data representation (Elliott et al., 2000, p. 256).

Mathematics is a learning area that teachers can potentially slip into the routine of providing the children
with repetitive rote learning techniques (Hull et al 1940). The two focus children will not benefit from these
practices as they lack motivation and interest. Therefore, Elliot et al. (2000, p. 256) says implementing an
engaging, experiential activity will enable the children to interact and be proactive with their learning.
Gaining students motivation and engagement prevents behavioural distractions, teacher burnout,
repetition and constant explicit teaching methods, allowing for independence skills to become evident (De
Nobile, El Babe, London 1997, pg. 419-420).

Literature Review
A constructivist teaching approach is one that enables learners to be actively involved in the process of
knowledge construction rather than passively absorbing the information (Elliott et al., 2000, p. 256). A
constructivist learning theory contrasts the traditional education pedagogy through using a variation of
student-centred methods and techniques (Hull et al 1940). Woolfolk and Margetts (2016, p.321) adds to
this definition through stating that a constructivist approach to teaching is shaped by the sociocultural
theory. This sociocultural theory was formed by Lev Vygotsky, where he believes that social interaction
plays a crucial role in the children’s learning (Lev Vygotsky 1978, pg. 57).

The teacher has an important role in the establishment, management, and cohesion of a constructivist
teaching approach. According to Lee (2012), the primary responsibility is to implement a holistic and
supportive learning environment, achieving social interaction. This environment enables the students to
play an active role in their learning while their learning styles, pace, abilities, and interests are targeted
through scaffolded conversation and problem-solving exploration (Lee 2012; Macmillan 2009, pp. 183-
184). Using this perspective, the teacher moves from the instructor and acts as a facilitator to guide the
students through child led learning opportunities (Oliver, 2000). This is where the teacher gathers the
student’s prior knowledge reading to address and guide the following activities. This is achieved through a
key feature of teaching called, scaffolding. Scaffolding involves the teacher to adjust their assistance in

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order to help the learners. This can include modelling a skill, providing hints or clues and/or differentiating
the content, resources or activity to suit (Copple & Bredekamp, 2009).

Teaching in a constructivist and social setting enables students to engage in collaborative conversation,
provide support through a range of problem-solving strategies as well as express their conceptual
understandings while learning from each other (Stacey 2008, p.17). Macmillan (2009, pp. 183-184) adds
that through collaborative work, each individual’s contribution is emphasised and valued. In partnership,
the students construct meaning through active engagement with the world through hands on learning,
experiments or investigation that involved real world problem solving (Macmillan 2009, pp. 183).

These actions and strategies implemented through a constructivist teaching approach allows for students
to develop engagement and motivation, preventing undesired behaviour (Woolfolk and Margetts 2016, p.
321). Nyea et al (2015, pg. 43-44) describes undesired behaviours as negative action students take, such as
avoidance, noncompliance, and aggression. Avoidance and noncompliance are evident when a child is
disengaged and unmotivated. Throughout the literature review, it was found that not only does the
student’s undesired behaviour negatively impact the student, their wellbeing, academic goals,
independence skills, it plays a huge role in the functioning of the teacher, other students, classroom and
school environment (Busacca, Anderson, Moore, 2015, pp. 373-374). Clunies-Ross, Little & Kienhuis, (2008,
pp 693-696) agrees and confirms this by indicating that unmotivated behaviour decreases the learning
time, affects the classroom, and impacts the learning activity.

With the focus of Mathematics, using the constructivist teaching approach allows the students to use their
skills (Macdonald 2011, pg. 28). Tucker (2014, pp.12-14) suggests the use of hands on concrete materials in
real world contexts in crucial in supporting the learning of mathematical context. Therefore, using these
strategies will suit the learners in my context.

The inquiry question formed is: How effective is a constructivist teaching approach to prevent
disengagement in mathematics?

What is a constructivist approach to teaching?

What does disengagement in mathematics look like?
How can I incorporate hands on learning into mathematics?
What strategies can I use to maintain desired outcomes and engagement?

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Plan of action
With this context in mind, it was important to consider how a constructivist approach could change the
learner outcomes during mathematics. To cater for all students, I will plan using this teaching approach by
guiding the students through hands on investigative learning activities to support the learning of data
representation. This will include using a wide range of teaching strategies to present content in visual,
auditory, and kinaesthetic ways to capture students’ attention and motivation to learn while having fun.

The year one students will be guided through a Mathematics unit (appendix 2) focussing on the Statistics
and Probability curriculum area. This unit will introduce data representation, focussing on graphing. At the
end of the inquiry, the children will have worked towards achieving the content descriptors, ‘Choose
simple questions and gather responses and make simple inferences’ and ‘Represent data with objects and
drawings where one object or drawing represents one data value. Describe the displays’ (Australian
Curriculum and Assessment Reporting Authority 2019).

Each lesson will go for one hour, allocating ten minutes for a number of the day warm up, ten minutes of
explicit teaching, thirty minutes of small group or independent work and the remaining ten minutes for
reflection and a recap.

The beginning of the unit will introduce two types of graphs, bar and picture. Diagnostic assessment will be
conducted to understand what knowledge the students have of graphing already. This will guide further
planning and instruction. This will be done through creating class graphs using hands on and manipulative
materials (stickeez, little shop play food, concrete materials, printed images, etc) (Appendix 3).

Kinaesthetic activities will be conducted over the next two weeks (middle) enabling the students to further
their knowledge on this content. From here, pop sticks and white boards will be used to learn and practice
the correct way to tally as a form of gathering data. Small group rotations implemented will provide the
students with the opportunity to apply their knowledge learnt regarding data representation. These
rotations will consist of activities based on reading graphs, graphing in reverse, using the snap cubes,
playing cards and board games. Lessons build on knowledge through practicing the steps to gather data,
creating and reading the graph. Throughout these constructivist activities, formative assessment in the
form of observations will be taken to reflect on their understanding and my teaching practices while
offering support and feedback when needed (Earl 2006, pg. 7).

The end of the unit will provide the students the opportunity to ask simple questions, gather data using the
tally method, construct the graph corresponding to this and respond to simple questions regarding these

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findings. The results of these activities will be the summative assessment, confirming their final
understanding (Earl 2006, pg. 7).

Differentiation will occur to meet the different needs throughout the sequence. An SSO will be accessible
to work with the focus children, offering support with language barriers and work during the tasks. The
lesson sequence scaffolds techniques through explicit teaching, small group and independent work
opportunities. Throughout explicit teaching moments, the students will work with myself to understand an
appropriate way to collect data, construct a graph and undertake the learning task. This will be continued
on through feedback, extra assistance, etc when undertaking the independent learning. Independent
learning will be undertaking in ability groups, allowing for children to learn from each other (Fisher 2008, p.
1).

This unit has a major numeracy focus through working with mathematical concepts. The students will
become numerate through the knowledge, skills, behaviours, and dispositions used within the learning
activities. Alongside this, the students will use their language and literacy skills confidently through
listening, reading, writing, speaking, and viewing different oral, print, visual and digital texts develop their
knowledge in mathematics (Australian Curriculum and Assessment Reporting Authority 2019).

Ethical Considerations
Lambert (2012, pg. 139) discussed the importance of acting ethically. Care will be undertaken to not be
intrusive or cause potential harm for those involved. Gaining parent consent (appendix 4) will allow for
approval for their child to partake in the inquiry. Alongside this, identity and information will remain
confidential, consideration will be taken with how the findings may positively or negatively affect the focus
child, parents and teachers. This is evident in the observations, photographs and work samples protecting
confidentiality and anonymity of the students and school.

Methodology
The practitioner inquiry will focus on constructivist teaching during Mathematics. With this focus, the
effects this hand on learning approach has on the students learning and engagement will be determined.
With these findings, I will be able to reflect and communicate this to other educators.

Through the process of triangulation (drawing data from two or more methods), the data received is more
likely to achieve and strengthen validity (which instrument measures what it is supposed to) and reliability
(method is free from error) (Lambert 2012, pg. 136-137). Therefore, both qualitative and quantitative data
(mixed methodology) will be collected using four primary sources. These being; anecdotal observations,
work samples, student feedback and reflections (mentor and self-reflective journal) at all moments during

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the inquiry (Lambert 2012, pg. 101). Over the beginning, middle and end of the sequence (appendix 5),
implementing these will monitor my teaching practices and to see how I can make changes to my
pedagogy to better engage the students during Mathematics.

Beginning:
Anecdotal observations (appendix 6) will be conducted commencing in week one. Conducting these at the
beginning will determine the previous practices and the student’s response to these, focussing on their
behaviours and engagement levels during the activities. These findings will assist in designing my pedagogy
and practice to cater for these. Alongside the observations, photographs of student work samples will be
captured during all three moments of the sequence. This will provide me an overview of their
understanding, level the focus before the implemented strategies, show progress during and at the end of
the inquiry. Student feedback will be used in week one through exit cards (appendix 7) and hand signals to
gain an understanding the child’s engagement with the traditional worksheets. This will provide me with
child’s voice regarding their engagement level throughout these activities.
Middle:
With this knowledge, I can produce and implement different goals, strategies and focus groups that will
assist the student’s engagement levels during Mathematics. Week two will be spent implementing a
constructivist approach, focussing on providing the students with hands on activities. Throughout the next
two weeks, observations, student feedback and work samples will continue to be conducted and gathered
to see how student’s engagement levels are progressing. Reflecting on the strategies put into place
through a daily journal will enable me to determine whether the strategies implemented will need to be
altered or changed.

End:
Throughout the four weeks, I will keep a reflective journal which will contain entries after each day to point
out what I believe was successful, unsuccessful, areas for improvements and outlining the different issues
or challenges I faced. Alongside this, I will gain feedback regarding these from my mentor teachers. This
will offer an outsiders and experts perspective on the lessons. Additional work samples will be taken at the
end of the sequence to confirm their overall improvement in their engagement levels with the use on a
constructivist teaching approach.

To gain familiarity of the data, I will ensure to read it carefully and closely, over and over again (Lambert
2012, pg. 168). From this, I will be able to identify common themes and perspectives that are evident and
group, highlight and label these accordingly (Lambert 2012, pg. 168). Once the data has been analysed, I
will begin to produce my findings about what I have discovered about my practice through using the four-

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stage process (determine your findings, discuss your findings, draw up conclusions and produce
recommendation (Lambert 2012, pg. 173).

References
Australian Curriculum and Assessment Reporting Authority 2019, Foundation to Year 10 Curriculum:
Mathematics, viewed 9th August 2020, <https://www.australiancurriculum.edu.au/f-10-
curriculum/technologies/>.

Busacca, M, Anderson, A & Moore, D 2015, ‘Self-Management for Primary School Students Demonstrating
Problem Behavior in Regular Classrooms: Evidence Review of Single-Case Design Research’, ‘Journal of
Behavioural Education’, vol. 24, no. 4, pp. 373-401.

Clunies-Ross, P, Little, E & Kienhuis, M 2008, ‘Educational Psychology’, Self‐reported and actual use of
proactive and reactive classroom management strategies and their relationship with teacher stress and
student behaviour, vol. 28, no. 6, pp. 693-710.

Copple, C & Bredekamp, S, 2009, Developmentally appropriate practice in early childhood programs.
Washington, DC: National Association for the Education of Young Children.

De Nobile, J, El Baba, M & London, T 1997, ‘School Leadership and Management’, School leadership
practices that promote effective whole school behaviour management: a study of Australian primary
schools, vol 36, no.4, pp. 419-434.

Department for Education and Child Development 2015, Index of Educational Disadvantage By School,
Government of South Australia, viewed 13/07/2020,
<https://www.education.sa.gov.au/sites/default/files/index_of_educational_disadvantage_by_school_201
2.pdf?acsf_files_redirect>.

Earl, L. 2006 Assessment – a powerful lever for learning Brock Education: a Journal of Educational Research
and Practice Vol. 16 No. 1 pp 1-15

Elliott, S, Kratochwill, T, Littlefield Cook, J & Travers, J 2000, Educational psychology: Effective teaching,
effective learning, Boston, MA: McGraw-Hill College, 3rd ed.

Fisher, D 2008, Effective use of the gradual release of responsibility model. McGraw Hill Professional
Development, Viewed July 16th, 2020, p. 1-4.

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Hilton, A 2018, Engaging Primary School Students in Mathematics: Can iPads made a difference?, Int J of Sci
and Math Educ, vol. 16, pp. 145-165, <https://doi.org/10.1007/s10763-016-9771-5>.

Hull, C, Hovland, C, Ross, R, Hall, M, Perkins, D, & Fitch, F 1940, Mathematico-deductive theory of rote
learning: a study in scientific methodology, Yale University Press.
Lambert, M 2012, A beginner's guide to doing your education research project, SAGE, London; Sage,
Thousand Oaks, California.

Lee, S 2012, Toddlers as Mathematicians, Australian Journal of Early Childhood, Vol 37, No.1, pp.32-37.

Macdonald, A 2011, Young children’s Representation of their developing measurement understandings,

Charles Stuart University

Macmillan, A 2009, Numeracy in Early Childhood Education: shared contexts for teaching and learning, 1st
edition, Oxford University Press, Australia.

Nyea et al 2015, ‘Emotional and Behavioural Difficulties’, Classroom Behaviour Management, strategies in
response to problematic behaviours of primary school children with special educational needs: views of
special educational needs coordinators, Vol. 21, no. 1, pp. 43-60.

Oliver, K 2000. Methods for developing constructivism learning on the web. Educational Technology, Vol
40, no. 6

Stacey, S 2008, Emergent Curriculum in early Childhood Education Settings, Emergent curriculum and your
teaching journey, pp. 11-30, Redleaf Press.

Tucker, K 2010, Mathematics Through Play in the Early Years, SAGE Publications, London.

Vygotsky, L 1978. Mind in society: The development of higher psychological processes. Cambridge, MA:
Harvard University Press.

Woolfolk, A & Margetts, K 2016, Educational psychology, 4th edn, Pearson, Frenchs Forest

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Appendices:
Appendix 1: Map of school

Appendix 2: Mathematics Unit Plan

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 UNIT PLANNER
Pre-service Teacher name: Highlight planning process: Date:
Danielle Monjean Planned collaboratively with ST
Planned collaboratively with peer
Year level/ age range & number of students: Planned independently based on ST lessons
Year 1’s – 24 students Planned Independently
Unit title:
Data Representation – Graphing and Chance
Learning area and outcomes:
Mathematics

General capabilities consideration:

Numeracy
ICT
Personal and social capabilities
Cross-curricula consideration: ATSI, Asia & Aust engagement with Asia, Sustainability

Student diversity consideration: students with disability, gifted and talented students, students for whom EAL/D
_______ – language barrier, learning disability
________- learning difficulties
________- Lack of engagement
Learning intentions:
WALT;
We are learning to collect data, create a graph and
read the graphs.
We are learning to determine the chances of
different scenarios (will happen, won’t happen,
might happen).
Success criteria for students:
I know that I can do this when I tally the gain data,
display this on either a bar or picture graph. I know
I can read graphs through looking at the scale and
date represented and answering corresponding
questions.
I know that I can do this when I correctly determine
and categories events and scenarios into the
correct category.

Formative assessment: Summative assessment:

Observation of the students input into the lessons, Observe and mark the student’s worksheets relating
whether they can collect information through to the lesson, their flipbooks, graphing booklet and
conversation or tally and record this onto a graph. chance booklet.
Observe their comments regarding the questions.

Observe their input into activities, observe their

pictures of each term.

Range of teaching strategies: preparation/ organisation/ resources:

(What range of teaching strategies will I use and so what resources will I need for the students to engage in the activity? Where
will I access the resources from?)

Hands on teaching strategies – concrete materials

Whole class, group work or individual work.
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 Differentiation: (Are there any students that I need to personalise the activity for)

Specific student needs: learning/ behaviour Adjustment and considerations

Number of the day activities – task cards LA, MA,
HA
_______ and ______will need more assistance,
differentiated task for LA
The number of the day has been adjusted to suit
the lower ability students by using lower numbers.
The activities on graphs have included the use of
hands on activities. An SSO or I will work with the
lower ability students.

______- encouragement The higher ability students will be provided

numbers over 100 to extend their knowledge.
When learning about graphs, the higher ability
students will be extended through focussing mainly
on bar graphs, using the term, scale, categories,
title etc when completing their graphs. There are
fast finisher activities for these children when
needed.

UNIT TIMETABLE
(Weekly overview – brief detail only – use to determine time-frame etc)
WEEK MON TUES WED THURS FRI
BEG.
Week 6 Introduce graphs, Introduce bar graphs, No lesson Whole class; Graph: favourite
elements of their key elements. picture graph – colours
graphs, look at Construct a graph in Favourite fruit Introduce tally –
posters group – What represented through use pop sticks to
Focus on picture superpower do you stickez practice.
wish you have? manipulatives Rule up tally table
graphs – children
Label, construct with Definitions of the on board. Students
colour and create
concrete materials and elements and fill in answer questions
their cupcake and read graph their flipbooks and add tallies.
add to the Cut up parts of graph Students create
birthdays graph. and stick in book. graph
Label. Discuss results.
Week 7 Revise tally using Rotations Computer game- Computer Games – Go over graphs
whiteboards and 1. Graph and Fruit Fall Fishing Graph flip book
graph elements element sort Brainstorm ways Quick recap Reflect on learning
Complete favourite 2. Graphing in of posing Look back over
zoo animal picture questions data
reverse
graph Explain task – Construct graphs
Roll the dice game 3. Snap collecting data
cubes/counter about chosen topic
4. Playing cards Students collect
5. Roll and graph data

Week 8 Introduce Recap on definitions No lesson The coin game Rock paper scissors
probability and Slushy game on (heads/tails) game – competition
terms computer Introduce display Watch clip of little
Will happen, won’t Values line (3 points) (probability terms) red riding hood
happen, might Choose an example for Talk to partner and (make comments
happen – what do each and draw share on narrative

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 we think this Draw picture of elements)
mean? example and stick Sort and glue
Brainstorm onto display terms/examples
examples and into books
write into books

Week 9 Card game in pairs Question: what is the Play slushy game Values line Discuss
(flip) – what’s the chance that you will go What other words Watch the clip, groupings of
chance, it will be home and play with can we use instead ‘homework
your pets? of will happen, excuses’
chance
higher.
Answer (Will happen, wont happen, Discuss video Sort cards into
Mystery snack
worksheets won’t happen, might might happen? Draw pictures of Possible or
happen) Introduce terms each term in book Impossible piles
Tally to collect results (likely, unlikely, In the possible
Graph results impossible,
certain)
group, then sort
Look at posters into certain or
uncertain
Grab uncertain
group and then
sort into likely,
unlikely
Do an example
as a class
Week 10 Probability scoot Flip b No Lesson
Make up own Ook
questions tally
Make graph
SEQUENCE OF LESSONS/ LEARNING EXPERIENCES
Lesson
Main Resources Check for learning/
sequence Learning Experiences
Assessment
Focus
Birthday picture graph PowerPoint Diagnostic assessment
Graph posters - What do they
Cupcake templates already know
Superhero bar graph Graphing poster
Concrete materials (coloured Formative – view graph
squares) sort
Week 6:
Favourite fruit picture graph Labels
Parts of a graph sort sheet Formative – observe
Favourite colours bar graph Stickezz toys flipbooks
Tally flipbooks
Formative – observe
Pop sticks knowledge of tallying.
Board

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 Week 7: Tally practice Whiteboards Formative – observation
Favourite Zoo Animal picture graph Zoo Animal pictures One on one-time withs
Roll the dice game Labels students for extra support
Dice if needed.
Dice worksheet
Rotations
Graph and element sort
Graphing in reverse sheet
Deck of cards
Collecting data, using data to construct Penguin/spring roll and graph Summative assessment
graph sheets
Flipbook Smart board
Group task sheets
Flip book template
Week 8: Introduce probability and terms Smartboard Formative assessment -
Books observation
Computer games, values line, draw Drawing Template
Chance display Poster
Little red riding hood activity chance scenario cards
Rock paper scissor game template
Clip
Red riding hood templates
Card game, mystery snack Deck of cards
Mystery snack worksheet Formative assessment –
Chance question, answer and graph observe worksheet and
Graph template graph template
Week 9: Homework excuses – drawing Smart Board
Clip
Probability groupings Books
Deck of cards
Template
Probability scoot Scoot cards
Flipbook Flipbook template
Week 10:
Summative assessment

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 EVALUATION & REFLECTION: How effective was this unit?

Students
Level of Engagement
low high
Challenge for students
low high
Achievement/progress towards goals
low high
All learners catered for
no yes
Future teaching suggestions: What information did this unit provide about the future teaching/learning needs of these
students?

Assessment
difficult to carry out
easy to carry out
allowed for range of student
unrelated to outcomes responses

Student feedback:

Supervising Teacher feedback:

Pre-service teacher evaluation: If you were to use this unit again, what changes would you make?

Appendix 3:Photos of hands on resources

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 Stickeez

Little Shops

Concrete Materials

Appendix 4: Parent letter and

consent form

Dear Parents,
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An investigation into how I can improve my practice in promoting engagement in students within
Mathematics

My name is Danielle Monjean. I am a fourth-year education student at the University of South Australia,
studying Primary Education.
As part of my University studies, I am currently completing an Inquiry Project, requiring me to complete a
small-scale Research Project.
The focus that I have taken to complete this Research Project is about the importance of maintaining high
engagement levels in Primary students. The purpose of this specific study is to research and investigate the
gap in the literature, how my practices implemented can engage students through hands on learning during
mathematics.

One way of gathering data relating to this topic is conducting observations on the students while filling in an
observation form. These observations will assist in gathering qualitative information for this research topic.
Participation is 100% voluntary and you may withdraw at any time. All information will be stored securely
and kept confidential to protect the identity of participants. If you wish for you child to be involved in the
study, please identify below:
I ______________________, do / do not allow my child ______________________ to participate in the
Research Project and I confirm that it is acceptable for my child to be observed to receive data for the study.
Signature: ____________________

Thank you for your participation and support with my research study, it is greatly appreciated.

Danielle Monjean
(Studying a Bachelor of Primary Education at the University of South Australia)

Appendix 5: Four-week plan

  Reflect Plan Observe Act

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 Wee Reflect on what Liaise with Once forms are received, Get forms signed.
k1 aspect of principle, teacher, begin observations of
teaching I want parents and students undertaking
to improve students about traditional methods.
research.
Begin reflective Begin collected work
journal samples
 

Wee Reflect on data Allow students to Continue observe With knowledge of

k2 gained from provide feedback students on their interests and
observations on lessons, engagement initially. behaviours, begin to
whether they were Discover interests, plan and implement
Continue engaged, etc. engagement levels, hands on learning
reflective problematic behaviours. activities to promote
journal Receive mentor the student
feedback engagement, e.g.
Concrete resources

Wee Reflect on the Make changes and Observe how student’s If positive, continue
k3 observations improvements if behaviour and strategy or alter
made about the needed. Trial new engagement responds to slightly to improve
children’s strategy new strategy engagement and
engagement accordingly, e.g. achievements.
levels. incorporating Use engagement fans or
Listen and rotations. thumb signals to receive If a negative
reflect on child data. response occurs,
and supervisor implement another
feedback. strategy, e.g.
technology
Continue
reflective
journal
Wee Reflect on new Continue Week Continue to observe Summarise outcomes
k4 observations, 3’s strategy if student’s behaviour to and journal thoughts
child and mentor worked or trial see improvements in
feedback new strategy engagement levels and
achievements.
Continue Consolidate and
reflective review data Discuss with teachers on
journal how my practices
worked

Appendix 6: Observation Checklist

Student’s Name _________________________ Year Level ________ Week_____________

Day Observation Notes

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 Monday Activity

Engagement

Tuesday Activity

Engagement

Wednesda Activity
y

Engagement

Thursday Activity

Engagement

Friday Activity

Engagement

Appendix 7: Child Feedback Form

19
Danielle Monjean
Student ID: 110234120
Exit slips
20
Danielle Monjean
Student ID: 110234120
Appendix 5: Mind map of constructivist teaching ideas????

21
Danielle Monjean
Student ID: 110234120