An evolving framework for describing student engagement in classroom activities

Flávio S. Azevedo*, Andrea A. diSessa, Bruce L. Sherin

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

18 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)270-289
Number of pages20
JournalJournal of Mathematical Behavior
Volume31
Issue number2
DOIs
StatePublished - Jun 2012

Keywords

  • Domain-specific conceptual competence
  • Mathematics
  • Participation
  • Science
  • Student engagement
  • Tools for teachers

ASJC Scopus subject areas

  • Education
  • Applied Psychology
  • Applied Mathematics

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