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ERIC Number: EJ1070657
Record Type: Journal
Publication Date: 2015-Jul-17
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1473-0111
EISSN: EISSN-1473-0111
Indicators of Student Engagement: What Teachers Notice during Introductory Algebra Lessons
Nyman, Rimma
International Journal for Mathematics Teaching and Learning, Jul 2015
This article presents results from an empirical study of how student engagement is visible during introductory algebra. Previously, the notion of engagement in mathematics has been studied from students' and researchers' perspectives. This study is instead focused on teachers' perspectives on student engagement. Eight teachers in grade 6-7 have shared video recorded episodes from their own lessons and a model based on those episodes is presented. The outcome of teachers' discussions shows that engagement is recognised as different types of student participation, indicated by specific student actions in the classroom. This study gives further insights into the notion of engagement as seen by teachers and provides specific examples, such as verbalising thinking, completing peer utterances and active listening.
Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6; Intermediate Grades; Middle Schools; Elementary Education; Grade 7; Junior High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden
Grant or Contract Numbers: N/A