Student Attitudes Towards Learning Mathematics Through Challenging, Problem Solving Tasks: "It s so Hardin a Good Way"

Despite a focus on teaching mathematics through challenging, problem solving tasks, there has been limited research into student attitudes towards these learning experiences. To address this gap in the literature, we asked 52 Australian primary students who had recently experienced taught manner to convey their feelings about solving. Adopting qualitative design, participants completed brief questionnaire, and sub-set also contributed follow-up groups. Thematic analysis of questionnaire data revealed that three-quarters reported unambiguously positive solving, most others were ambivalent, no expressed negative attitudes. Younger (Year 3/4) more likely express than older 5/6) boys girls. Positive arose from enjoying perception it supported learning, thriving challenge. Follow-up groups reinforced power working collaboratively, particularly importance discussions with peers, opportunities explore authentic purposeful tasks. The findings help explain why frequently have reactions