Year 2 Students' Self-Determination When Learning Mathematics Through Sequences of Challenging Tasks

Streamlined and rigorous processes for interpreting student progress through problem-solving in mathematics are limited, particularly within early years contexts. This research investigated the experiences of Year 2 students as they learned mathematics through sequences of challenging tasks. Findings revealed that this pedagogical approach simultaneously developed students’ basic mathematical knowledge, whilst enabling them to demonstrate productive problem-solving skills. In addition, the behaviours students exhibited throughout lessons that offered critical insights into their problem-solving proficiency. The study has implications for policy and practice regarding the ways problem-solving approaches are implemented and how student learning is evaluated across the early years of schooling.