Secondary mathematics teachers' descriptions of student engagement.

Autor: Jansen A; University of Delaware, Newark, DE 19716 USA., Curtis K; University of Delaware, Newark, DE 19716 USA., Mohammad Mirzaei A; University of Delaware, Newark, DE 19716 USA., Cullicott CE; Arizona State University, Tempe, AZ 85281 USA., Smith EP; University of Delaware, Newark, DE 19716 USA., Middleton JA; Arizona State University, Tempe, AZ 85281 USA.
Jazyk: angličtina
Zdroj: Educational studies in mathematics [Educ Stud Math] 2023; Vol. 113 (3), pp. 425-442. Date of Electronic Publication: 2023 Apr 10.
DOI: 10.1007/s10649-023-10228-x
Abstrakt: There is a need for a more robust conceptualization of engagement in mathematics education research. Investigating how teachers describe engagement can provide insight into relationships between purposes of engagement and dimensions of engagement. In this exploratory study, we examined how 28 secondary mathematics teachers in two states in the USA talked about their students' engagement. During interviews, we asked teachers to provide their definitions for engagement, describe their teaching strategies for engaging students, and describe their observations of engagement during a video clip from their own classroom. We interpreted teachers' talk to identify how they described the nature of mathematics engagement (dimensions such as behavioral, cognitive, affective, and/or social engagement) and purposes of engagement (engagement in learning or in schooling [Harris, 2011]). When teachers described the purpose of engagement as engagement in learning, they also tended to describe the nature of engagement with cognitive and social dimensions and with multiple dimensions of engagement.
Competing Interests: Conflict of interestThis material is based upon work supported by the National Science Foundation under Grant No. 1661180. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.
(© The Author(s), under exclusive licence to Springer Nature B.V. 2023. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.)
Databáze: MEDLINE
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