Capturing student mathematical engagement through differently enacted classroom practices: applying a modification of Watson's analytical tool
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Sitti Maesuri Patahuddin [1] ; Indira Puteri [2] ; Tom Lowrie [1] ; Tracy Logan [1] ; Baiq Rika [2]
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[1] University of Canberra
University of Canberra
Australia
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[2] IKIP Mataram
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- Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 49, Nº. 3, 2018, págs. 384-400
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
This study examined student mathematical engagement through the intended and enacted lessons taught by two teachers in two different middle schools in Indonesia. The intended lesson was developed using the ELPSA learning design to promote mathematical engagement. Based on the premise that students will react to the mathematical tasks in the forms of words and actions, the analysis focused on identifying the types of mathematical engagement promoted through the intended lesson and performed by students during the lesson. Using modified Watson's analytical tool (2007), students’ engagement was captured from what the participants’ did or said mathematically. We found that teachers’ enacted practices had an influence on student mathematical engagement. The teacher who demonstrated content in explicit ways tended to limit the richness of the engagement; whereas the teacher who presented activities in an open-ended manner fostered engagement.
