Student Engagement In Mathematics Research Articles

THE MEDIATING EFFECT OF STUDY HABITS ON THE RELATIONSHIP BETWEEN LEARNING STRATEGIES AND STUDENT ENGAGEMENT IN MATHEMATICS

This study aims to determine whether or not their study habits significantly mediate the relationship between learning strategies and student engagement in mathematics among grade 10 junior high school students in Governor Generoso South District, Division of Davao Oriental. This study employed a quantitative research design, utilizing both correlational and descriptive methodologies. This study selected 241 respondents using a stratified sample method to ensure an equitable distribution of respondents across all schools. Moreover, this research employed three adapted research instruments that were validated and assessed utilizing statistical measures such as mean, standard deviation, Pearson-r, Baron and Kenny Mediation method, and MedGraph with Sobel z-test among grade 10 students. Additionally, the findings demonstrated a noteworthy correlation between learning strategies and student engagement. There exists a significant relationship between study habits and learning strategies, as well as between study habits and student engagement in mathematics. This correlation indicates a significant relationship between these variables. Additionally, the results indicate that study habits partially mediate the relationship between learning strategies and student engagement in mathematics. The findings offer significant implications for educators and policymakers who aim to enhance the educational process. Furthermore, the provision of continuous professional development opportunities for educators helps guarantee their up-to-date knowledge of contemporary research findings and optimal strategies for fostering student learning and academic success. KEYWORDS: Study habits, learning strategies, student engagement in mathematics, correlational and descriptive approaches, Baron and Kenny Mediation approach, MedGraph using Sobel z-test, Davao Oriental, Philippines

THE MEDIATING EFFECT OF MATH RESILIENCE ON THE RELATIONSHIP BETWEEN MATH SELF-EFFICACY AND STUDENT ENGAGEMENT IN MATHEMATICS

This study aims to determine whether math resilience significantly mediates the relationship between math self-efficacy and student engagement in mathematics among grade 8 junior high school students in Laak District, Division of Davao de Oro. This quantitative research utilized descriptive and correlational designs. There were 293 respondents identified through stratified random sampling. Moreover, this study employed three adapted research instruments validated and treated using mean, standard deviation, Pearson-r, regression analysis, and bootstrapping. The findings revealed high levels of math self-efficacy, student engagement, and math resilience among the grade 8 respondents. The results also showed a significant relationship between math self-efficacy and student engagement in math. Math resilience also positively correlates with student engagement in math. The results also revealed a significant relationship between math self-efficacy and math resilience. Moreover, the findings indicate that math resilience partially mediates the relationship between math self-efficacy and student engagement in math. These results encourage educators and administrators to develop and broaden programs and interventions to improve math self-efficacy, math resilience, and student engagement in math. Furthermore, it is essential to replicate the study in various contexts and locales to validate the findings of this research and provide a more profound knowledge of these variables on a broader scale. KEYWORDS: Math resilience, math self-efficacy, student engagement in math, descriptive and correlational designs, regression analysis, bootstrapping, Davao de Oro, Philippines.

The Mediating Effect of Problem-based Learning on the Relationship between Technology Integration and Student Engagement in Mathematics

This research aimed to determine whether problem-based learning significantly mediates the relationship between technology integration and the engagement of first-year college students. A quantitative approach with descriptive and correlational designs was employed. The respondents of the study were 133 first-year college students in three state colleges in the Division of Davao del Norte. They were chosen through stratified random sampling. Mean, Pearson-r, regression, and mediation analysis were used to analyze the data, which were obtained through the use of three adapted questionnaires. The findings revealed that technology integration is manifested in the students’ learning. In mathematics, student engagement is observed, and problem- based learning is evident among the students. It is also found out that there is a significant relationship among technology integration, problem-based learning, and student engagement. Additionally, problem-based learning partially mediated the relationship between technology integration and student engagement. The findings suggested that CHED officials should encourage and support the integration of technology into the mathematics curriculum to foster increased student engagement. School administrators can work to maximize student engagement by focusing on the integration of technology and employing problem-based learning methods. Teachers may integrate technology into their lessons and incorporate problem-based learning, and college students may consider integrating technology into their learning environment. Future researchers should explore the effects of technology integration and problem-based learning on student engagement in mathematics.

The Use of Timetable Learning Media to Enhance Student Engagement in Mathematics for Grade II A at Baiturrohman GMI Jember Elementary School

This research is a qualitative study that explores the use of a timetable board as a learning tool to enhance student engagement in Mathematics, specifically the topic of time units, for Grade II A students at Baiturrohman GMI Jember Elementary School. The objectives of this study are to determine 1) The process of using the timetable board in teaching Mathematics, focusing on time units, for Grade II A students at this school, and 2) The improvement of student engagement in Mathematics, particularly in the topic of time units, through the use of the timetable board in Grade II A at this school. The data collection techniques include lectures (material delivery), observation, discussion, tests, and documentation. The subjects of this study are 18 students in Grade II A. The implementation of the learning activities using the timetable board as a teaching aid is deemed successful due to the students' significant curiosity during the learning process. This curiosity has led to increased student activity during the learning process, with a majority of students showing a 50% improvement in understanding the material related to time units in Mathematics. In conclusion, this research suggests that using the timetable board as a learning tool effectively enhances student engagement in Mathematics, particularly in the topic of time units, for Grade II a students at this Elementary School.

Teacher support and student engagement in mathematics: The chain mediating role of academic self-efficacy and achievement goal orientation

This explored how teacher support impacted student engagement in mathematics. A total of 632 students in Grades 7 to 9 from junior middle schools in China were participants (females = 54.27%, mean age = 13.97, SD = 0.88). They completed surveys on teacher support, academic self-efficacy, achievement goal orientation, and student engagement. Data analysis was conducted using SPSS 20.0 and Amos 24.0. Results showed that academic self-efficacy mediated the relationship between perceived teacher support and student engagement. Mastery-approach and performance-approach goal orientation respectively mediated the relationship between perceived teacher support and student engagement in mathematics. Academic self-efficacy and mastery-approach had a chain mediation effect on the relationship between perceived teacher support and student engagement and academic self-efficacy. Performance-approach also had a chain mediation effect between the two. The chain mediation effect of academic self-efficacy and performance-approach was stronger than the single performance-approach effect. These findings shed light on the motivational processes through which students perceive the impact of teacher support on their engagement in mathematics.

A scoping review of research into mathematics classroom practices and affect

Despite much research exploring affect within a mathematics context, poor student engagement in mathematics persists internationally. There is limited research examining mathematics classroom practice and students' affect, with the potential to inform teachers' practice. This scoping review analysed this limited literature. Of 250 papers analysed, only 26 papers adequately described classroom practices, considered students’ affective state in response to the practice, and considered mathematics learning outcomes. Collectively, these explore very few of the practices used in mathematics classrooms, highlighting the need for more and improved practice-focussed research to better inform efforts to improve student engagement in mathematics.

RELATIONSHIP BETWEEN MATHEMATICS BELIEFS AND STUDENT ENGAGEMENT IN MATHEMATICS AS MEDIATED BY CREATIVE SELF-EFFICACY

In this study, there are three factors that affect the Mathematics performance of the students: Mathematics Beliefs, Student Engagement in Mathematics, and Creative Self-Efficacy. These factors may have significant direct effect on how a student transfers knowledge. Moreover, this study was conducted to determine that Creative Self-Efficacy can be a mediator of Mathematics Beliefs and Student Engagement in Mathematics. Descriptive-correlational research method was used to describe the relationship of Student Engagement in Mathematics and Mathematics Beliefs, mediated by Creative Self-Efficacy. The study included the 237 first year students who were randomly selected. These students completed the Student Engagement in Mathematics Questionnaire (SEMQ), Mathematics Beliefs Scale (MBS) and Creative self-efficacy Questionnaire (CSEQ). The test of hypothesis and significance were done using the program Statistical Package for the Social Sciences (SPSS) version 21 and Microsoft Excel. This study concluded that there is no significant relationship between Student Engagement in Mathematics and creative Self-efficacy, Student Engagement in Mathematics and Mathematics Beliefs, and Creative Self-efficacy and Mathematics Beliefs. Hence, Creative Self-efficacy is not a mediator between the relationship of Student Engagement in Mathematics and Mathematics Beliefs. KEYWORDS: mathematics beliefs, student engagement and creative self-efficacy.

The relationship between math anxiety, student engagement in mathematics and responsibilities towards learning among middle school students

Learning responsibility is an important concept in students' school success because responsible learners perceive responsibility for learning as a tool for achieving school success and individual career goals. This study aimed to investigate if math anxiety and students’ engagement in mathematics predict students’ responsibilities toward learning above and beyond that accounted for by gender, grade level, loving math, loving math teacher, owning room, parents’ involvement in students’ studies using Hierarchical Regression Analysis. Data were collected from 568 middle school students. The results showed that students’ social, emotional, and cognitive engagement in mathematics were found to be positively associated with students’ responsibility towards learning whereas math anxiety was significant and negative predictor of the students’ responsibility towards learning. The finding suggests that student’s responsibility towards learning is associated with math-related activities and behaviors. Future studies may investigate a cause-effect relationship using same sample and other classes such as science, linguistic, history.

Dissemination of Thinking while Moving in Maths: Implementation Barriers and Facilitators

ABSTRACT Integrating physical activity into the curriculum can reduce the time children spend sedentary and enhance the learning experience, particularly in mathematics where engagement is a real concern. The aim of the current study was to evaluate the dissemination of the Thinking while Moving in Maths (TWM-M) professional learning program guided by the Reach, Effectiveness, Adoption, Implementation, and Maintenance framework. During 2016–2018, 21 TWM-M teacher professional learning workshops were delivered across New South Wales, Australia. A total of 482 teachers from 282 elementary schools attended the workshops. A stratified random sample of participants completed either a follow-up survey (n = 18) or were interviewed using a semistructured discussion framework (n = 13). Teachers reported increased student engagement in mathematics when a movement-based pedagogy was used, which had been reported as the main reason for attending the professional learning workshop (Reach). TWM-M had a positive effect on students’ enjoyment and motivation to learn mathematics (Effectiveness). Workshop attendance improved teachers’ skills and confidence to deliver movement-based mathematics (Adoption). TWM-M was implemented through a variety of delivery modes, including whole class lessons outside the classroom, with 5- to 10-min energizer breaks during mathematics lessons inside the classroom (Implementation). Implementation issues and the need for additional resources emerged as barriers to whole school adoption. The TWM-M program had reached students at the class level. However, evidence for whole school adoption and delivery outside the particular stage is limited (Maintenance). The TWM-M program was successfully disseminated in New South Wales elementary schools. Programs designed to increase children’s physical activity and enhance their academic outcomes are likely to be attractive to teachers, if they are designed in partnership with education authorities. Overall, the TWM-M professional learning program was positively received. Novel strategies need to ensure that professional learning delivered off site has effect on the whole school level.

Calculating for creativity: Maths joins the circus

Following recent increases in the diversity of students, technologies, pedagogies and environments, New Zealand classrooms are sites of growing complexity. Tasked with covering a broad range of disciplines within each school day, opportunities for subject integration are of increasing value to busy teachers. Developing upon a previous piece of research (Coleman & Davies, 2018), this project sought to gain student engagement in mathematics through a dramatic framework. A key factor in developing adaptable, responsive and capable learners, creativity is an area of intense educational interest and yet substantial confusion (Jefferson & Anderson, 2017). Focusing upon the activation of students’ creative capacities through drama, this project offers suggestions for future praxis and the development of classrooms that invite creativity. 
 We began by establishing a fictional pre-text closely related to their earlier studies of insects. Recruited to assist Professor Lee—a flea circus owner, with the redesign of her circus, this pretext deliberately offered opportunities for mathematics integration. When planning we predicted the need for students to engage with numbers and measurement, yet remained responsive to opportunities arising from the drama or instigated by the students themselves. Over the five drama-maths sessions, we collaborated with students both in and out of role, to design, plan and prepare a new cockroach circus extravaganza. We generated data for the research through reflective journal entries, student work, drama based research and focus groups. Our findings indicate an enthusiasm for the use of drama to engage students and make mathematics meaningful and highlight the vital elements for collaboration and creativity. Three distinct elements appear crucial to engaging in an effective drama-maths unit: a sense of unity in pursuing a common goal, the value of the affective and embodied elements associated with drama, and cultivation of skills for collaboration. While this project bolsters existing rhetoric surrounding STEAM integration, it advocates for further development around existing notions of collaboration for 21st century learning.

The effect of educational virtual reality game on primary school students’ achievement and engagement in mathematics

ABSTRACT Recently, virtual reality seems to be deevloping rapidly. However, it can be said that virtual reality is in the early days of adoption for education. Studies show that using virtual reality in education can positively affect students’ learning experiences. In this study, the effect of an educational virtual reality game, named “Keşfet Kurtul”, on fourth-grade students’ academic achievement in fractions and their engagement to mathematics was investigated. The experimental study was carried out using a quasi-experimental design. The educational VR game was used in the treatment group (N = 32). In the comparison group (N = 32), the method applied in school, which includes predominantly mobile applications developed in fractions, were used. As a result of the research; the educational VR game “Keşfet Kurtul” was found to increase academic achievement and to maintain the level of student engagement in mathematics. It was determined that the experimental method has the same effect as the method applied in school in the comparison group, in terms of academic achievement and student engagement to mathematics. Besides, in terms of social sub-dimension of student engagement, it was observed that Keşfet Kurtul was more effective than the method applied in school.

The MSU SEMINAL Project: Incorporating Principles of Culturally Responsive Teaching in a Pre-Calculus Course

In this paper, we provide a report of preliminary findings of the Morgan State University (MSU) Student Engagement in Mathematics through an Institutional Network for Active Learning (SEMINAL) project and its focus on culturally responsive teaching (CRT) as an active learning framework for pre-calculus instruction. The paper concludes with a summary of wins and challenges faced by MSU’s Mathematics Department. Lessons learned by MSU SEMINAL will help inform other departments on implementing CRT in a pre-calculus course.

Game-Based Learning and Student Motivation in Mathematics

The application of game-based learning (GBL) is seen to have many benefits in helping to improve the quality of the teaching and learning process. GBL approach will encourage students to solve problems and self-learning and thus enable students to learn a mathematical concept without realizing it. The review findings show that GBL helps teachers to motivate student engagement in Mathematics. This is because GBL is regarded as a potential means for improving students' confidence and increasing their motivation by incorporating challenge, curiosity and fantasy to a specific problem. The application of GBL has a positive impact on student motivation and involvement in Mathematics learning. Further reading should be made on the motivational impact of student self-efficacy. This is because previous studies have also found that student motivation influences students' self-efficacy in that students who believe in their own abilities are more motivated to engage in learning

Enhancing Student Self Efication in Mathematics by Using Game-Based Learning

The application of technology in the teaching and learning process is in line with the needs of today's students. The rapid development of technology has influenced the development of student self-esteem and the implementation of the teaching and learning process of Mathematics. However, the review shows that the current teaching and learning process illustrates that students are burdened with existing learning approaches and feel bored. Therefore, the application of the game-based learning (GBL) approach is appropriate as it can enhance student engagement in Mathematics. High student engagement is driven by students' self-confidence that builds through the learning process. This study aimed at identifying about student self efication using GBL. Hence, this article was drawn from previous works of literature to create an overview of the issue pertaining to student self efication in Mathematics using GBL. The application of GBL creates positive self-efficacy in students. This is because a well-designed GBL is able to engage students in meaningful learning environment activities. The GBL approach enables pupils to develop self-knowledge where students collaborate during learning in achieving their learning objectives. An interactive and technology-based learning process will make puppies fun while learning and thus develop the motivation and positive self-efficacy of students towards Mathematics.

The “ins and outs” of student engagement in mathematics: shifts in engagement factors among high and low achievers

Student engagement in mathematics in the early secondary years can be fragile. Engagement in learning fluctuates in response to students’ mathematics experiences and is underpinned by numerous adaptive and maladaptive factors. Thirty-seven 11–12 year old students (grades 6–7) responded twice to a questionnaire to measure shifts in their engagement and motivation over a 1-year period as they transitioned from primary to secondary school. When plotted on spider graphs, the results of specific adaptive and maladaptive factors visually demonstrate “in and out” movements as students’ engagement levels shifted from time 1 to time 2. Subsequent semistructured interviews complemented questionnaire data by eliciting student beliefs about their achievement, feelings and behaviours towards mathematics. Interview data shed light on the reasons for individual student shifts in motivation and engagement during the transition. Together, data reveal four unique engagement/achievement characteristics. Significantly, students who were more alike in terms of their engagement reported similar factor patterns regardless of their achievement level. Findings draw attention to the importance of addressing mathematics engagement for students of all achievement levels.

Using vignettes in educational research: a framework for vignette construction

ABSTRACT In this paper, we investigate using vignettes in educational research, particularly for eliciting value-laden constructs such as teacher beliefs and understandings and how these influence teacher practices. Drawing on research where vignettes have been used as the central instrument for data collection, we argue that methodological consistency is achieved when the research aims, methodologies and vignette methods are aligned, and this helps satisfy internal validity and supports the findings. To assist with achieving methodological consistency we introduce and discuss a vignette framework that identifies three key elements for vignette construction (conception, design, and administration), supplemented by characteristics for each element and descriptions. We then illustrate the framework by using an empirical study from mathematics education where two purposefully formulated vignettes were used to elicit diverse teacher beliefs and practices for promoting student engagement. This illustration shows that using vignettes in educational research can be particularly effective for gaining insights into interpretations and concerns that teachers may have about particular phenomena, such as student engagement in mathematics. We propose that carefully formulated vignettes aligned with the phenomena being investigated can help capture participants’ beliefs leading to a more nuanced understanding of the phenomena.

“Sage on the stage” or “meddler in the middle”: shifting mathematics teachers’ identities to support student engagement

Mathematics teachers’ identities profoundly influence how they interact with and position their students to learn mathematics. In this paper, we examine how a year-long teacher learning intervention supportive of student engagement in mathematics helped shift teachers’ mathematics-related identities. We use an implied identity perspective as a theoretical lens to explore changes in what teachers perceive as legitimate ways of being as a result of their participation in the intervention. Data from pre- and post-intervention concept maps and focus groups with 15 grade 5–7 teachers of mathematics were integrated for this purpose. Teachers reported shifts in their identities, describing themselves as “facilitators,” “learners” and “co-creators” of knowledge. We argue that such shifts in the mathematics-related identities of teachers can have practical consequences in terms of improving students’ engagement, and in particular, their autonomy for learning mathematics.

Re-enfranchising Mathematically-alienated Students: Teacher and Tutor Perceptions of the Getting Ready in Numeracy (G.R.I.N.) Program

This paper outlines a tutoring initiative intended to re-engage students who have become alienated from mathematics class at school. The initiative is focused on priming students for their subsequent mathematics lessons, and is referred to as “Getting Ready in Numeracy” (G.R.I.N.). Following a discussion outlining the principles of G.R.I.N., data from interviews with G.R.I.N. tutors and classroom teachers are presented. Findings suggest that participating in G.R.I.N. enhanced student engagement in mathematics and helped foster a growth mindset. Analysis of interviews also revealed some of the challenges associated with the initiative, in particular, issues relating to communication and coordination, such as: understanding the purpose of G.R.I.N., timetabling, planning and having sufficient students in the target group. In addition, in some instances, tensions between the professional and pedagogical expertise of the G.R.I.N. tutor and classroom teacher required navigation. Recommendations for mitigating these challenges and tensions are put forward, all of which are reliant on strong leadership and support for the program at the school level.

Fostering inclusion in school through creative and body-based learning

ABSTRACT In neoliberal times, accountability measures and high-stakes testing further contribute to differentiated outcomes for young people. The way that knowledge is conceptualised in tests regularly fails to recognise the embodied knowledge and abilities of many young people and instead students are positioned as passive receivers of knowledge. Students who are located in structural disadvantage continue to be least successful. This paper offers a critical counter-narrative to the didactic habit inherent in education through the mobilisation of creative and embodied practices as a transformational pedagogical approach. These pedagogies signal an epistemological and pedagogical shift toward mobilising bodies as agents of knowledge production and creativity as cultural capital. This paper reports on research that investigates primary school teachers and teaching artists using creative and body-based pedagogies, with a focus on enhancing student engagement in mathematics through strategies of ‘encounter’ (MacKenzie, Sarah. 2013. “Poetic Praxis: Engaging Body, Mind, and Soul in the Social Foundations Classroom.” Journal for Learning Through the Arts 9 (1): 1–27.). Findings highlight the cumulative affective responses and shifts in subjectivity for both students and teachers when working with the body’s ability to move, feel, respond and imagine. In conclusion we argue for the potential of creative and body-based learning to build classroom communities and practices of inclusion.

EXPLORING STUDENT MATHEMATICAL ENGAGEMENT USING ADAPTED WATSON’ ANALYTICAL TOOL

This research was conducted with the aim of describing the engagement of junior high school students in the mathematics learning process measured using an adapted Watson analytical tool. This research is a qualitative study that analyzes video transcripts of a junior high school teacher in West Nusa Tenggara, East Indonesia who are carrying out mathematical teaching on probability. In this study, the teacher carried out mathematics teaching designed by researchers using the ELPSA (Experience, Language, Pictorial, Symbolic, and Application) framework. The learning process was recorded through a video and then transcribed so that it is easily analyzed. The results showed that the dimensions of student mathematical engagement that emerged during the mathematics learning process were dominated by activities comparing/classifying and justifying/reasoning. These results also have a positive impact that by using the adapted of Watson analytical tool to analyze the learning process of mathematics can help teachers to gain deeper insight into students' mathematical engagement. This technique can be used as a reference by the teacher to further analyze so that better teaching actions can be planned.