Theoretical foundations of engagement in mathematics
- 823 Downloads
Aims and purpose of the special issue
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...
KeywordsMotivation Engagement Mathematics Students Theory
- Australian Academy of Science. (2016). The mathematical sciences in Australia: a vision for 2025. Canberra: Australian Academy of Science.Google Scholar
- Butler, R. (2014). What teachers want to achieve and why it matters: an achievement goal approach to teacher motivation. In P. W. Richardson, S. A. Karabenick, & H. M. G. Watt (Eds.), Teacher motivation: theory and practice (pp. 20–35). New York: Routledge.Google Scholar
- Centre for International Economics. (2015). The importance of advanced physical and mathematical sciences to the Australian economy. Canberra: Australian Academy of Science.Google Scholar
- Chubb, I., Findlay, C., Du, L., Burmester, B., Kusa, L. (2012). Mathematics, engineering and science in the national interest. Retrieved 12.05.16 from: http://www.chiefscientist.gov.au/wp-content/uploads/Office-of-the-Chief-Scientist-MES-Report-8-May-2012.pdf.
- Dweck, C. S., & Elliott, S. (1983). Achievement motivation. In P. Mussen (Ed.), Handbook of child psychology: socialization, personality, and social development (Vol. 4, pp. 643–691). NY: Wiley.Google Scholar
- Eccles [Parsons], J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectations, values and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motivation (pp. 75–146). San Francisco: W. H. Freeman.Google Scholar
- Eccles, J. S., Jacobs, J. E., Harold, R. D., Yoon, K. S., Abreton, A., & Freedman-Doan, C. (1993). Parents and gender-role socialization during the middle childhood and adolescent years. In S. Oskamp & M. Costanzo (Eds.), Gender issues in contemporary society, Claremont Symposium on Applied Social Psychology, 6 (pp. 59–83). Thousand Oaks: Sage.Google Scholar
- Fullarton, S. (2002). Student engagement with school: individual and school-level influences. Longitudinal Surveys of Australian Youth (LSAY) Research Report No. 27. Melbourne: ACER. http://research.acer.edu.au/lsay_research/31.
- Goos, M. (2013). Sociocultural perspectives in research on and with mathematics teachers: A zone theory approach. ZDM Mathematics Education, 45(4), 521–533.Google Scholar
- Lerman, S. (2000). The social turn in mathematics education research. In J. Boaler (Ed.), Multiple perspectives on mathematics teaching and learning (pp. 19–44). Westport: Ablex Publishing.Google Scholar
- Maltese, A. V., & Tai, R. H. (2011). Pipeline persistence: Examining the association of educational experiences with earned degrees in STEM among U.S. students. Science Education, 95, 877–907. doi: 10.1002/sce.20441.
- Martin, A. J. (2008). The motivation and engagement scale. Sydney: Lifelong Achievement Group (www.lifelongachievement.com ).
- Nicholls, J. G. (1989). The competitive ethos and democratic education. Cambridge: Harvard University Press.Google Scholar
- Office of the Chief Scientist. (2014). Science, technology, engineering and mathematics: Australia’s future. Canberra: Australian Government.Google Scholar
- Pianta, R. C., & Hamre, B. K. (2009). Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity. Educational Researcher, 38(2), 109–119. doi: 10.3102/0013189X093323374.
- Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54–67.Google Scholar
- Sells, L. W. (1980). Mathematics: The invisible filter. Engineering Education, 70, 340–341.Google Scholar
- Thomson, S., De Bortoli, L., & Buckley, S. (2013). PISA 2012: How Australia measures up. Camberwell: Australian Council for Educational Research.Google Scholar
- Thomson, S., De Bortoli, L., & Underwood, C. (2016a). PISA 2015: A first look at Australia’s results. Melbourne: Australian Council of Educational Research.Google Scholar
- Thomson, S., Wernert, N., O’Grady, E., & Rodrigues, S. (2016b). TIMSS 2015: A first look at Australia’s results. Melbourne: Australian Council of Educational Research.Google Scholar
- Turner, J. C., & Meyer, D. K. (2009). Understanding motivation in mathematics: What is happening in classrooms? In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 527–552). NY: Routledge.Google Scholar
- Turner, J. C., Midgley, C., Meyer, D. K., Gheen, M., Anderman, E. M., Kang, Y., & Patrick, H. (2002). The classroom environment and students’ reports of avoidance strategies in mathematics: A multimethod study. Journal of Educational Psychology, 94(1), 88–106.Google Scholar
- Vadeboncoeur, J. A. (2006). Engaging young people: Learning in informal contexts. Review of Research in Education, 30, 239–278.Google Scholar
- Watt, H. M. G., Shapka, J. D., Morris, Z. A., Durik, A. M., Keating, D. P., & Eccles, J. S. (2012). Gendered motivational processes affecting high school mathematics participation, educational aspirations, and career plans: A comparison of samples from Australia, Canada, and the United States. Developmental Psychology, 48, 1594–1611. doi: 10.1037/a0027838.
- Watt, H. M. G., Hyde, J. S., Petersen, J., Morris, Z. A., Rozek, C. S., & Harackiewicz, J. M. (2017). Mathematics—A critical filter for STEM-related career choices? A longitudinal examination among Australian and U.S. adolescents. Sex Roles. doi: 10.1007/s11199-016-0711-1
- Wolters, C. A. (2004). Advancing achievement goal theory: Using goal structures and goal orientations to predict students’ motivation, cognition, and achievement. Journal of Educational Psychology, 96, 236–250.Google Scholar