The “ins and outs” of student engagement in mathematics: shifts in engagement factors among high and low achievers
Student engagement in mathematics in the early secondary years can be fragile. Engagement in learning fluctuates in response to students’ mathematics experiences and is underpinned by numerous adaptive and maladaptive factors. Thirty-seven 11–12 year old students (grades 6–7) responded twice to a qu...
| Main Authors: | , , |
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| 格式: | Journal article |
| 語言: | English |
| 出版: |
Springer
2020
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