Student Engagement In Mathematics

Alexandra Laird & Peter GrootenboerStudent engagement in mathematics and mathematics learning has been a concern for educators for many years (Attard, 2011). There have been many studies and reports that have suggested ways to improve student engagement in mathematics lessons, and these seem to offer some useful approaches. In this presentation, we discuss some of the key factors related to student engagement in primary mathematics learning as have been identified in the literature reviewed. In particular, pedagogical approaches will be explored, including the use of textbooks and investigations (Langer-Osuna, 2015), and classroom factors including teacher rapport (Attard, 2011) and peer interactions (Way, Reese, Bobis, Anderson, & Martin, 2016). Finally, we will discuss issues of student engagement visa-a -vis other variables including gender, previous achievement, and socio-economic status. The initial findings presented here will underpin some empirical work that is to be subsequently undertaken.
Student Engagement In Mathematics

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Research papers will be blind reviewed by a panel of peers approved by the conference committee. The main purpose of the refereeing process is to contribute to the growth and development of quality practice in mathematics education research. Thus reviewers are asked to assist authors by providing helpful feedback and to comment on the suitability of papers for presentation at the conference. Accordingly, it will not be assumed that published papers presented at the conference will be as polished as articles in scholarly journals. Referees will be asked to assess papers being reviewed against the accepted norms for scholarly works presented at MERGA conferences, as set out above.

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Student Engagement In Mathematics

Student Engagement In Mathematics

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