What Secondary Teachers Think and Do about Student Engagement in Mathematics

Autor/inn/en	Skilling, Karen; Bobis, Janette; Martin, Andrew J.; Anderson, Judy; Way, Jennifer
Titel	What Secondary Teachers Think and Do about Student Engagement in Mathematics
Quelle	In: Mathematics Education Research Journal, 28 (2016) 4, S.545-566 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
DOI	10.1007/s13394-016-0179-x
Schlagwörter	Secondary School Teachers; Teacher Attitudes; Student Participation; Learner Engagement; Mathematics Education; Educational Practices; Interviews; Beliefs; Motivation Techniques; Student Behavior; Metacognition; Emotional Adjustment; Self Efficacy; Teacher Empowerment; Performance Factors + Suchen Sie Ihr Suchwort? Lehrerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Mathematische Bildung; Bildungspraxis; Interviewing; Interviewtechnik; Belief; Glaube; Motivationsförderung; Student behaviour; Schülerverhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Emotionale Anpassung; Self-efficacy; Selbstwirksamkeit; Leistungsindikator
Abstract	What teachers' think about student engagement influences the teaching practices they adopt, their responses to students and the efforts they make in the classroom. Interviews were conducted with 31 mathematics teachers from ten high schools to investigate their perceptions and beliefs about student engagement in mathematics. Teachers also reported the practices they used to engage their students during mathematics lessons. Teacher perceptions of student engagement were categorised according to recognised "types" (behavioural, emotional and cognitive) and "levels" (ranging from disengaged to engaged). The teachers' reports emphasised immediate attention being paid to students' behaviours and overt emotions towards mathematics with fewer and less extensive reports made about students' cognitive engagement. Teachers' abilities to implement practices considered supportive of student engagement were linked to a number of elements, including their self-efficacy. Perceptions of being powerless to engage their students resulted in many teachers limiting their efforts to attempt some form of intervention. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01