Volume 29, Issue 2

Search all Mathematics Education Research Journal articles

June 2017

Theoretical Foundations of Engagement in Mathematics: Empirical studies from the field

Issue Editors:

Colin Carmichael,
Judy Anderson,
Rosemary Callingham

9 articles in this issue

Introduction to MERJ special issue, “Theoretical foundations of engagement in mathematics: empirical studies from the field”
Colin Carmichael
Rosemary Callingham
Judy Anderson
EditorialNotes 17 May 2017 Pages: 131 - 132
Theoretical foundations of engagement in mathematics
Helen M. G. Watt
Merrilyn Goos
Original Article 18 May 2017 Pages: 133 - 142
A case study of effective practice in mathematics teaching and learning informed by Valsiner’s zone theory
Vince Geiger
Judy Anderson
Derek Hurrell
ORIGINAL PAPER 02 February 2017 Pages: 143 - 161
Motivation and engagement in mathematics: a qualitative framework for teacher-student interactions
Tracy L. Durksen
Jennifer Way
Andrew J. Martin
Original Article 25 February 2017 Pages: 163 - 181
Using collective argumentation to engage students in a primary mathematics classroom
Raymond Brown
Original Article 20 February 2017 Pages: 183 - 199
Instructional characteristics in mathematics classrooms: relationships to achievement goal orientation and student engagement
Rebecca Lazarides
Charlott Rubach
Original Article 17 February 2017 Pages: 201 - 217
The impact of within-school autonomy on students’ goal orientations and engagement with mathematics
Colin Carmichael
Tracey Muir
Rosemary Callingham
Original Article 06 March 2017 Pages: 219 - 236
Using expectancy-value theory to explore aspects of motivation and engagement in inquiry-based learning in primary mathematics
Jill Fielding-Wells
Mia O’Brien
Katie Makar
Original Article 17 March 2017 Pages: 237 - 254
Learners’ engagement in mathematics—theories, frameworks and results
Rudolf Sträßer
Original Article 17 May 2017 Pages: 255 - 259

Volume 29, Issue 2

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