ERIC Number: EJ1090073
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Geometry Students' Self-Determination and Their Engagement in Mathematical Whole Class Discussion
Kosko, Karl W.
Investigations in Mathematics Learning, v8 n2 p17-36 Win 2015
Prevalent characteristics of effective mathematical discourse in the literature include student autonomy, a positive social environment, and a degree of perceived mathematical competence. These characteristics are also found in Self-Determination Theory (SDT), which posits that actions are self-regulated when students' autonomy, competence, and social relatedness are fulfilled. Utilizing SDT as an additional lens for examining student engagement in whole class discussions, this study examined high school students' observed discourse actions and mathematical talk in the context of their self-reported psychological needs of autonomy, competence and relatedness. Results suggest that students' perceived needs correspond with their engagement in making mathematical statements in the context of classroom mathematical discussions. However, students who lack in one or more need can be supported by participation of peers with more fulfilled needs.
Descriptors: Mathematics Instruction, Group Discussion, Discussion (Teaching Technique), Geometry, Self Determination, Learner Engagement, Personal Autonomy, Competence, Student Needs, Peer Influence, Student Participation, High School Students, Mixed Methods Research, Observation, Ethnography
Research Council on Mathematics Learning. Web site: http://web.unlv.edu/RCML/journal.html
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Authoring Institution: N/A
Grant or Contract Numbers: N/A