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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| Format: | Journal article |
| Language: | English |
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Springer
2020
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| _version_ | 1797087371309613056 |
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| author | Skilling, K Bobis, J Martin, AJ |
| author_facet | Skilling, K Bobis, J Martin, AJ |
| author_sort | Skilling, K |
| collection | OXFORD |
| description | 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 questionnaire to measure shifts in their engagement and motivation over a 1-year period as they transitioned from primary to secondary school. When plotted on spider graphs, the results of specific adaptive and maladaptive factors visually demonstrate “in and out” movements as students’ engagement levels shifted from time 1 to time 2. Subsequent semistructured interviews complemented questionnaire data by eliciting student beliefs about their achievement, feelings and behaviours towards mathematics. Interview data shed light on the reasons for individual student shifts in motivation and engagement during the transition. Together, data reveal four unique engagement/achievement characteristics. Significantly, students who were more alike in terms of their engagement reported similar factor patterns regardless of their achievement level. Findings draw attention to the importance of addressing mathematics engagement for students of all achievement levels.
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| first_indexed | 2024-03-07T02:34:46Z |
| format | Journal article |
| id | oxford-uuid:a86cafb5-ec71-4bd1-a40e-fc9a5bdb11ce |
| institution | University of Oxford |
| language | English |
| last_indexed | 2024-03-07T02:34:46Z |
| publishDate | 2020 |
| publisher | Springer |
| record_format | dspace |
| spelling | oxford-uuid:a86cafb5-ec71-4bd1-a40e-fc9a5bdb11ce2022-03-27T03:01:23ZThe “ins and outs” of student engagement in mathematics: shifts in engagement factors among high and low achieversJournal articlehttp://purl.org/coar/resource_type/c_dcae04bcuuid:a86cafb5-ec71-4bd1-a40e-fc9a5bdb11ceEnglishSymplectic ElementsSpringer2020Skilling, KBobis, JMartin, AJStudent 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 questionnaire to measure shifts in their engagement and motivation over a 1-year period as they transitioned from primary to secondary school. When plotted on spider graphs, the results of specific adaptive and maladaptive factors visually demonstrate “in and out” movements as students’ engagement levels shifted from time 1 to time 2. Subsequent semistructured interviews complemented questionnaire data by eliciting student beliefs about their achievement, feelings and behaviours towards mathematics. Interview data shed light on the reasons for individual student shifts in motivation and engagement during the transition. Together, data reveal four unique engagement/achievement characteristics. Significantly, students who were more alike in terms of their engagement reported similar factor patterns regardless of their achievement level. Findings draw attention to the importance of addressing mathematics engagement for students of all achievement levels. |
| spellingShingle | Skilling, K Bobis, J Martin, AJ The “ins and outs” of student engagement in mathematics: shifts in engagement factors among high and low achievers |
| title | The “ins and outs” of student engagement in mathematics: shifts in engagement factors among high and low achievers |
| title_full | The “ins and outs” of student engagement in mathematics: shifts in engagement factors among high and low achievers |
| title_fullStr | The “ins and outs” of student engagement in mathematics: shifts in engagement factors among high and low achievers |
| title_full_unstemmed | The “ins and outs” of student engagement in mathematics: shifts in engagement factors among high and low achievers |
| title_short | The “ins and outs” of student engagement in mathematics: shifts in engagement factors among high and low achievers |
| title_sort | ins and outs of student engagement in mathematics shifts in engagement factors among high and low achievers |
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