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Capturing student mathematical engagement through differently enacted classroom practices: applying a modification of Watson's analytical tool.
- Source :
-
International Journal of Mathematical Education in Science & Technology . Apr2018, Vol. 49 Issue 3, p384-400. 17p. - Publication Year :
- 2018
-
Abstract
- This study examined student mathematical engagement through the intended and enacted lessons taught by two teachers in two different middle schools in Indonesia. The intended lesson was developed using the ELPSA learning design to promote mathematical engagement. Based on the premise that students will react to the mathematical tasks in the forms of words and actions, the analysis focused on identifying the types of mathematical engagement promoted through the intended lesson and performed by students during the lesson. Using modified Watson's analytical tool (2007), students’ engagement was captured from what the participants’ did or said mathematically. We found that teachers’ enacted practices had an influence on student mathematical engagement. The teacher who demonstrated content in explicit ways tended to limit the richness of the engagement; whereas the teacher who presented activities in an open-ended manner fostered engagement. [ABSTRACT FROM AUTHOR]
- Subjects :
- *STUDENT engagement
*MATHEMATICS education
*CLASSROOM environment
*OPEN-ended tasks
Subjects
Details
- Language :
- English
- ISSN :
- 0020739X
- Volume :
- 49
- Issue :
- 3
- Database :
- Academic Search Index
- Journal :
- International Journal of Mathematical Education in Science & Technology
- Publication Type :
- Academic Journal
- Accession number :
- 128003920
- Full Text :
- https://doi.org/10.1080/0020739X.2017.1377300