Peer reviewed
Download full textERIC Number: ED658051
Record Type: Non-Journal
Publication Date: 2023
Pages: 9
Abstractor: As Provided
ISBN: N/A
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An Argument for Engagement as a Fundamental Construct for Understanding Mathematics Learning
James A. Middleton
North American Chapter of the International Group for the Psychology of Mathematics Education, Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (45th, Reno, NV, Oct 1-4, 2023)
An extended (and probably unnecessary) parallel is drawn between engagement in mathematics and engagement in musical performance. Key facets of engagement are described and a model of how mathematics engagement plays out in task-level activities is discussed in light of new findings related to its social and emotional facets. Implications for instructional practices that flow from this research are presented. The article concludes with suggestions for future research that incorporates understandings of identity and emotional object as promising directions. [For the complete proceedings, see ED657822.]
Descriptors: Mathematics Instruction, Learning Processes, Music, Learner Engagement, Correlation, Models, Performance, Task Analysis, Teaching Methods, Self Concept, Learning Motivation, Emotional Experience, Feedback (Response), Music Activities, Musicians, Social Support Groups
North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
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Language: English
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