Abstract
Drawing on ecological psychology, this paper considers how student engagement is an accomplishment of the classroom system. Specifically, this paper presents an analysis of two teachers and their students who were using a project-based unit in their mathematics classes. The two teachers used identical curricular materials, but had dramatically different personal histories of teaching and different instructional practices. Our goal is to investigate the role of the teacher in supporting student engagement by considering the kinds of opportunities to learn that were presented by the teacher, and the relationship between those opportunities to learn and the ways their students engaged. Pragmatically, this paper contributes to our understanding of how teachers’ framing of activity significantly impacts the ways that students are likely to engage tasks. Theoretically, this paper highlights the interactional nature of learning, with the goal of clarifying why learning is not simply an individual accomplishment.
Similar content being viewed by others
References
Abraham, R. H., & Shaw, C. D. (1992). Dynamics, the geometry of behavior. Reading, MA: Addison-Wesley.
Ball, D. L., Lubienski, S., & Mewborn, D. (2001). Research on teaching mathematics: The unsolved problem of teachers' mathematical knowledge. In V. Richardson (Ed.), Handbook of research on teaching (4th ed.). New York: Macmillan.
Barab, S. A., Cherkes-Julkowski, M., Swenson, R., Garrett, S., Shaw, R. E., & Young, M. (1999). Principles of self-organization: Learning as participation in autocatakinetic systems. The Journal of the Learning Sciences, 8(3 & 4), 349–390.
Blumenfeld, P., Soloway, E., Marx, R., Krajcik, J., Guzdial, M., & Palinscar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26(3–4), 369–398.
Boaler, J. (1997). Experiencing school mathematics: Teaching styles, sex, and setting. Philadelphia: Open University Press.
Carpenter, T. P., Franke, M. L., & Levi, L. (2003). Thinking mathematically: Integrating arithmetic and algebra in elementary school. Portsmouth, NH: Heineman.
Delpit, L. D. (1988). The silenced dialogue: Power and pedagogy in educating other people's children. Harvard Educational Review, 58, 280–298.
Edelson, D. C., Gordin, D. N., & Pea, R. D. (1999). Addressing the challenges of inquiry-based learning through technology and curriculum design. The Journal of the Learning Sciences, 8, 391–450.
Gibson, J. J. (1979). The ecological approach to visual perception. Boston: Houghton Mifflin.
Greeno, J. G., & Gresalfi, M. S. (2008). Opportunities to learn in practice and identity. In P. A. Moss, D. C. Pullin, J. P. Gee, E. H. Haertel, & L. J. Young (Eds.), Assessment, equity, and opportunity to learn (pp. 170–199). New York: Cambridge University Press.
Greeno, J. G., & MMAP. (1998). The situativity of knowing, learning, and research. American Psychologist, 53, 5–26.
Gresalfi, M. S. (2009). Taking up opportunities to learn: Constructing dispositions in mathematics classrooms. The Journal of the Learning Sciences, 18, 327–369.
Gresalfi, M. S., & Barab, S. (2011). Learning for a reason: Supporting forms of engagement by designing tasks and orchestrating environments. Theory Into Practice, 50, 300–310.
Gresalfi, M. S., Barab, S. A., Siyahhan, S., & Christensen, T. (2009). Virtual worlds, conceptual understanding, and me: Designing for critical engagement. On the Horizon (online journal), 17(1), 21–34.
Henningsen, M., & Stein, M. K. (1997). Mathematical tasks and student cognition: Classroom-based factors that support and inhibit high-level mathematical thinking and reasoning. Journal for Research in Mathematics Education, 28(5), 524–549.
Hiebert, J., Carpenter, T. P., Fennema, E., Fuson, K. C., Wearne, D., & Murray, H. (1997). Making sense: Teaching and learning mathematics with understanding. Portmouth, NH: Heinemann.
Hmelo-Silver, C. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235–266.
Konold, C., & Pollatsek, A. (2002). Data analysis as a search for signals in noisy processes. Journal for Research in Mathematics Education, 33, 259–289.
Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. M., & Fredericks, J. (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. The Journal of the Learning Sciences, 7, 313–350.
Mokros, J., & Russell, S. J. (1995). Children's concepts of average and representativeness. Journal for Research in Mathematics Education, 26, 20–39.
Rittle-Johnson, B., Siegler, R. S., & Alibali, M. W. (2001). Developing conceptual understanding and procedural skill in mathematics: An iterative process. Journal of Educational Psychology, 93(2), 346–362.
Schoenfeld, A. H. (1988). When good teaching leads to bad results: The disasters of "well-taught" mathematics courses. Educational Psychologist, 23(2), 145–166.
Shaw, R. E., Effken, J. A., Fajen, B. R., Garrett, S. R., & Morris, A. (1997). An ecological approach to the online assessment of problem-solving paths. Instructional Science, 25, 151–166.
Stein, M. K., Silver, E. A., & Smith, M. S. (1998). Mathematics reform and teacher development: A community of practice perspective. In J. G. Greeno & S. V. Goldman (Eds.), Thinking practices in mathematics and science learning (pp. 17–52). Mahwah, NJ: Erlbaum.
Stein, M. K., Smith, M. S., Henningsen, M. A., & Silver, E. A. (2000). Implementing standards-based mathematics instruction: A casebook for professional development. New York: Teacher College Press.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Gresalfi, M.S., Barnes, J. & Cross, D. When does an opportunity become an opportunity? Unpacking classroom practice through the lens of ecological psychology. Educ Stud Math 80, 249–267 (2012). https://doi.org/10.1007/s10649-011-9367-5
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10649-011-9367-5