Theoretical foundations of engagement in mathematics

Abstract

The special issue, “Theoretical Foundations of Engagement in Mathematics: Empirical studies from the field”, provides a vehicle to promote the elaboration of significant theories and frameworks relevant to mathematics education research—specifically learners’ engagement in mathematics. The topic of student engagement has been a burgeoning area of inquiry over the last decades. This volume offers the possibility to view and interpret diverse quantitative and qualitative empirical findings through the lenses of student engagement theories, including both “inside-out” (within-person emphases) and “outside-in” (system and context) frameworks. Collectively, the articles present and analyse diverse empirical findings, framed by prominent theories including expectancy-value, achievement goal, self-determination, and sociocultural theories. Researchers from different contexts, Australia and Germany, discuss their findings using contemporary data from the field. Each article commences with an elaboration of the theoretical perspective/s drawn upon, the processes or outcomes under empirical investigation, data sources, and critical interpretation through the chosen theoretical lens. The final commentary article draws out overarching themes and distils important directions for next steps in the field. Together, the papers which comprise this volume offer an important contribution to setting the agenda for future research in this area.