Engagement with Mathematics: What Does It Mean and What Does It Look Like?

Autor/in	Attard, Catherine
Titel	Engagement with Mathematics: What Does It Mean and What Does It Look Like?
Quelle	In: Australian Primary Mathematics Classroom, 17 (2012) 1, S.9-13 (5 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1326-0286
Schlagwörter	Learner Engagement; Mathematics Education; Student Attitudes; Foreign Countries; Primary Education; Models; Mathematics Instruction; Australia + Suchen Sie Ihr Suchwort? Mathematische Bildung; Schülerverhalten; Ausland; Primarbereich; Analogiemodell; Mathematics lessons; Mathematikunterricht; Australien
Abstract	When discussing issues surrounding mathematics education, the topic of student engagement (or lack of) often dominates conversations. The low levels of engagement with mathematics experienced by students during the middle years have been of some concern to Australian mathematics educators and stakeholders in recent decades. Lowered engagement with mathematics has the potential to affect communities beyond the need to fill occupations that require the use of high level mathematics. It can also limit one's capacity to understand life experiences through a mathematical perspective. This article explores the concept of engagement against the backdrop of a recent longitudinal study into the influences on student engagement during the middle years of schooling, provides some insight into students' perceptions of engaging mathematics lessons and introduces a "framework for engagement with mathematics" that could be used to inform planning. (Contains 1 figure.) (ERIC).
Anmerkungen	Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: office@aamt.edu.au; Web site: http://www.aamt.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10