The meaning of meaningful learning in mathematics in upper-primary education

Abstract

One of the ways in which schools try to improve students’ motivation is through making learning meaningful for students. The concept of meaningful learning, however, has been defined in various ways in the literature. This small-scale in-depth study focused on meaningful learning in mathematics in upper-primary education. We investigated what teachers, according to their own views, undertake to make mathematics learning meaningful for their students. Two interviews (one stimulated recall) were conducted with five fifth-grade teachers from five Dutch primary schools that differed in terms of their schools’ educational concept. Teachers’ beliefs about the meaning of meaningful learning varied from students being able to understand what is learned to connecting with students’ daily experiences. Teachers also differed in their self-reported pedagogical practices aimed at meaningful learning. They used different types of context, including activating prior knowledge, connecting to students’ personal worlds, showing the value beyond school, goal setting for/with students, creating a context that is future-oriented, referring to the personal world of the teacher, applying the learning content in school, and creating cross-curricular context. Practices to foster and support meaningful learning included collaboration and dialogue, working independently and experiential learning. This study provides suggestions for embedding meaningful elements in the mathematics learning environment to stimulate students’ learning motivation.