NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ958481
Record Type: Journal
Publication Date: 2012-Jun
Pages: 20
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0732-3123
An Evolving Framework for Describing Student Engagement in Classroom Activities
Azevedo, Flavio S.; diSessa, Andrea A.; Sherin, Bruce L.
Journal of Mathematical Behavior, v31 n2 p270-289 Jun 2012
Student engagement in classroom activities is usually described as a function of factors such as human needs, affect, intention, motivation, interests, identity, and others. We take a different approach and develop a framework that models classroom engagement as a function of students' "conceptual competence" in the "specific content" (e.g., the mathematics of motion) of an activity. The framework uses a spatial metaphor--i.e., the classroom "activity as a territory" through which students move--as a way to both capture common engagement-related dynamics and as a communicative device. In this formulation, then, students' engaged participation can be understood in terms of the nature of the "regions" and overall "topography" of the activity territory, and how much student "movement" such a territory affords. We offer the framework not in competition with other instructional design approaches, but rather as an additional tool to aid in the analysis and conduct of engaging classroom activities. (Contains 14 figures.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A