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Motivation and Engagement in Mathematics: A Qualitative Framework for Teacher-Student Interactions

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Title: Motivation and Engagement in Mathematics: A Qualitative Framework for Teacher-Student Interactions
Language: English
Authors: Durksen, Tracy L., Way, Jennifer, Bobis, Janette, Anderson, Judy, Skilling, Karen, Martin, Andrew J.
Source: Mathematics Education Research Journal. Jun 2017 29(2):163-181.
Availability: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Peer Reviewed: Y
Page Count: 19
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Secondary Education
Descriptors: Teacher Student Relationship, Student Motivation, Learner Engagement, Qualitative Research, Mathematics Instruction, Elementary School Teachers, Secondary School Teachers, Interviews, Classroom Techniques
DOI: 10.1007/s13394-017-0199-1
ISSN: 1033-2170
Abstract: We started with a classic research question ("How do teachers motivate and engage middle year students in mathematics?") that is solidly underpinned and guided by an integration of two theoretical and multidimensional models. In particular, the current study illustrates how theory is important for guiding qualitative analytical approaches to motivation and engagement in mathematics. With little research on how teachers of mathematics are able to maintain high levels of student motivation and engagement, we focused on developing a qualitative framework that highlights the influence of teacher-student interactions. Participants were six teachers (upper primary and secondary) that taught students with higher-than-average levels of motivation and engagement in mathematics. Data sources included one video-recorded lesson and associated transcripts from pre- and post-lesson interviews with each teacher. Overall, effective classroom organisation stood out as a priority when promoting motivation and engagement in mathematics. Results on classroom organisation revealed four key indicators within teacher-student interactions deemed important for motivation and engagement in mathematics--confidence, climate, contact, and connection. Since much of the effect of teachers on student learning relies on interactions, and given the universal trend of declining mathematical performance during the middle years of schooling, future research and intervention studies might be assisted by our qualitative framework.
Abstractor: As Provided
Number of References: 52
Entry Date: 2017
Accession Number: EJ1143079
Database: ERIC
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  Data: Motivation and Engagement in Mathematics: A Qualitative Framework for Teacher-Student Interactions
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  Data: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
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  Data: 10.1007/s13394-017-0199-1
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– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: We started with a classic research question ("How do teachers motivate and engage middle year students in mathematics?") that is solidly underpinned and guided by an integration of two theoretical and multidimensional models. In particular, the current study illustrates how theory is important for guiding qualitative analytical approaches to motivation and engagement in mathematics. With little research on how teachers of mathematics are able to maintain high levels of student motivation and engagement, we focused on developing a qualitative framework that highlights the influence of teacher-student interactions. Participants were six teachers (upper primary and secondary) that taught students with higher-than-average levels of motivation and engagement in mathematics. Data sources included one video-recorded lesson and associated transcripts from pre- and post-lesson interviews with each teacher. Overall, effective classroom organisation stood out as a priority when promoting motivation and engagement in mathematics. Results on classroom organisation revealed four key indicators within teacher-student interactions deemed important for motivation and engagement in mathematics--confidence, climate, contact, and connection. Since much of the effect of teachers on student learning relies on interactions, and given the universal trend of declining mathematical performance during the middle years of schooling, future research and intervention studies might be assisted by our qualitative framework.
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      – SubjectFull: Classroom Techniques
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