Using Teacher and Student Noticing to Understand Engagement during Secondary Mathematics Lessons [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (43rd, Philadelphia, PA, Oct 14-17, 2021).

Autor/inn/en	Mirzaei, Amanda Mohammad; Jansen, Amanda; Headrick, Lorna; Middleton, James
Titel	Using Teacher and Student Noticing to Understand Engagement during Secondary Mathematics Lessons [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (43rd, Philadelphia, PA, Oct 14-17, 2021).
Quelle	(2021), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	High School Teachers; Mathematics Teachers; High School Students; Learner Engagement; Attention; Mathematics Instruction; Student Participation + Suchen Sie Ihr Suchwort? High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Student; Students; Schüler; Schülerin; Studentin; Aufmerksamkeit; Mathematics lessons; Mathematikunterricht; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	The purpose of this paper is to present a framework that illustrates teachers' and students' ways of noticing mathematical engagement. This framework offers clarity about the complexity of engagement, and it includes three elements: evaluations of the presence of engagement, descriptions of the nature of engagement, and features of the classroom that support or constrain engagement. We interviewed 30 sets of high school math teachers and focus groups of their students and asked them to reflect on students' engagement during a videotaped lesson from their classrooms. Results illustrate cases of how noticing of engagement between teachers and students can be shared. Cases of partially and minimally shared noticing of engagement suggest opportunities for teachers to learn about students' perspectives or how to communicate with students about their intentions to engage them. [For the complete proceedings, see ED630060.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01