Challenging teacher beliefs about student engagement in mathematics
This study explored the beliefs about student engagement in mathematics of three Year 5 and 6 teachers, focusing on the shifts that occurred during a 10-week intervention. Data obtained from teacher surveys, interviews, video-recorded workshop observations and artefacts from teachers’ classrooms reveal variations in their reactions to the professional learning experiences. Teacher responses were mediated by personal and contextual elements including teacher efficacy beliefs, teacher confidence in mathematics and their conceptions of student engagement. Theories of teacher conceptual change are used to account for variations to teacher beliefs.
KeywordsTeacher beliefs Mathematics education Engagement Teacher efficacy
This research was funded by an Australian Research Council Linkage Projects Grant, in partnership with the Catholic Education Office, Sydney.
- Aubusson, P., Ewing, R., & Hoban, G. (2009). Action learning in schools. London: Routledge.Google Scholar
- Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.Google Scholar
- Barrington, F. (2011). Australian mathematical sciences institute interim update on year 12 mathematics student numbers. Melbourne: Australian Mathematical Sciences Institute.Google Scholar
- Bobis, J., Anderson, J., Martin, A., & Way, J. (2011). A model for mathematics instruction to enhance student motivation and engagement. In D. Brahier (Ed.), Motivation and disposition: Pathways to learning mathematics, National Council of Teachers of Mathematics Seventy-third Yearbook (pp. 31–42). Reston Va.: NCTM.Google Scholar
- Dweck, C. (2000). Self-theories: Their role in motivation, personality, and development. Philadelphia: Psychology Press.Google Scholar
- Forgasz, H., & Leder, G. (2008). Beliefs about mathematics and mathematics teaching. In P. Sullivan & T. Wood (Eds.), The international handbook of mathematics teacher education: Knowledge and beliefs in mathematics teaching and teaching development (Vol. 1). Rotterdam: Sense Publishers.Google Scholar
- Furinghetti, F., & Pehkonen, E. (2002). Rethinking characterizations of beliefs. In G. Leder, E. Pehkonen, & G. Törner (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 39–57). Dordrecht: Kluwer.Google Scholar
- Goldin, G., Rösken, B., & Törner, G. (2009). Beliefs: No longer a hidden variable in mathematical teaching and learning processes. In J. Maass & W. Schloeglmann (Eds.), Beliefs and attitudes in mathematics education: New research results (pp. 1–18). Rotterdam: Sense.Google Scholar
- Leatham, K., & Hill, D. (2010). Exploring our complex math identities. Mathematics Teaching in the Middle School, 15(4), 224–231.Google Scholar
- Martin, A. J. (2008). The motivation and engagement scale. Sydney: Lifelong Achievement Group (www.lifelongachievement.com).
- National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematical success for all. Reston, VA: NCTM.Google Scholar
- Pianta, R., Hamre, B., & Allen, J. (2012). Teacher-student relationships and engagement: Conceptualizing, measuring, and improving the capacity of classroom interactions. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 365–386). New York: Springer.CrossRefGoogle Scholar
- Skilling, K. (2014). Teacher practices: How they promote or hinder student engagement in mathematics. In J. Anderson, M. Cavanagh, & A. Prescott (Eds.), Curriculum in focus: Research guided practice (proceedings of the 37th annual conference of the Mathematics Education Research Group of Australasia) (pp. 589–596). Sydney: MERGA.Google Scholar
- Stake, R. (2000). Case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 435–454). London: Sage.Google Scholar
- Thomson, S., De Bortoli, L., Nicholas, M., Hillman, K., & Buckley, S. (2010). PISA in brief: Highlights from the full Australian report. Melbourne: ACER.Google Scholar
- Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning and development: Best evidence synthesis iteration. Wellington, New Zealand: Ministry of Education.Google Scholar
- Yin, R. K. (2009). Case study research: Design and methods. London: Sage.Google Scholar