TY - JOUR
T1 - Secondary mathematics teachers’ descriptions of student engagement
AU - Jansen, Amanda
AU - Curtis, Kelly
AU - Mohammad Mirzaei, Amanda
AU - Cullicott, Catherine E.
AU - Smith, Ethan P.
AU - Middleton, James A.
N1 - Funding Information:
This 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.
Publisher Copyright:
© 2023, The Author(s), under exclusive licence to Springer Nature B.V.
PY - 2023
Y1 - 2023
N2 - 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.
AB - 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.
KW - Engagement
KW - Motivation
KW - Secondary mathematics teachers
KW - Teacher voice
UR - http://www.scopus.com/inward/record.url?scp=85152263620&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85152263620&partnerID=8YFLogxK
U2 - 10.1007/s10649-023-10228-x
DO - 10.1007/s10649-023-10228-x
M3 - Article
AN - SCOPUS:85152263620
SN - 0013-1954
JO - Educational Studies in Mathematics
JF - Educational Studies in Mathematics
ER -