Using vignettes to investigate mathematics teachers’ beliefs for promoting cognitive engagement in secondary mathematics classroom practice

Autor: Karen Skilling, Gabriel J. Stylianides

Promoting engagement is crucial for encouraging student participation, interest, and learning in mathematics. Student engagement has been conceptualized as interrelated types comprising behavioural, emotional, and cognitive characteristics. Cognitive

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::31b9f935d99bed36e302ce17f72475ad
https://ora.ox.ac.uk/objects/uuid:5a521284-555f-4ffe-9df0-0a11131f01d9

Support for Mathematics Teachers through Representations of Practice - Vignette-based Approaches in the Project coReflect@maths

Autor: Sebastian Kuntze, Marita Friesen, Jens Krummenauer, Karen Skilling, Ceneida Fernandez, Pere Ivars, Salvador Llinares, Libuše Samkova, Lulu Healy

Teachers' analysis of vignettes can be a key for connecting specific classroom situations with mathematics education theories. As vignettes are representations of practice with relevance for professional requirements of the mathematics classroom, vig

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::5527437b729bafae01356bfe23dc82ff
https://doi.org/10.37626/ga9783959872188.0.052

Motivation and engagement in mathematics: a qualitative framework for teacher-student interactions

Autor: Karen Skilling, Judy Anderson, Tracy L. Durksen, Janette Bobis, Jennifer Way, Andrew J. Martin

Publikováno v: Durksen, T L, Way, J, Bobis, J, Anderson, J, Skilling, K & Martin, A J 2017, ' Motivation and engagement in mathematics : a qualitative framework for teacher-student interactions ', Mathematics Education Research Journal, vol. 29, no. 2, pp. 163-181 . https://doi.org/10.1007/s13394-017-0199-1

We started with a classic research question (How do teachers motivate and engage middle year students in mathematics?) that is solidly underpinned and guided by an integration of two theoretical and multidimensional models. In particular, the current

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::735ea4ca5d588ff8ea64becad440210f
https://doi.org/10.1007/s13394-017-0199-1

Becoming a Teacher: Issues in Secondary Education

Autor: Meg Maguire, Simon Gibbons, Melissa Glackin, David Pepper, Karen Skilling

Becoming a Teacher provides a broad context for understanding education, addressing issues such as the influence of international policy and practice, education ideology and social justice. This is balanced with practical advice for the classroom on

Promoting cognitive engagement in secondary mathematics classrooms

Autor: Karen Skilling, Stylianides, Gabriel J.

Publikováno v: King's College London
CERME 9-Ninth Congress of the European Society for Research in Mathematics Education
CERME 9-Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.1280-1286

International audience; Cognitive engagement (including self-regulation) is crucial for promoting student learning, but research suggests that teacher beliefs about cognitive engagement are less refined than their beliefs about other kinds of engagem

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=dedup_wf_001::66d1de6ad25a117e800add0400fb497c
https://kclpure.kcl.ac.uk/portal/en/publications/promoting-cognitive-engagement-in-secondary-mathematics-classrooms(f4dc7c9f-b160-4948-bf82-501a33e67c27).html