Variation of student engagement between different algebra tasks
Tuomela, Dimitri., & Hähkiöniemi, M. (2018). Variation of student engagement between different algebra tasks. In E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter (Eds.), PME 42 : Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education. Volume 4 (pp. 307-314). International Group for the Psychology of Mathematics Education. Proceedings of the PME Conference. http://www.igpme.net/wp-content/uploads/2019/05/PME42-2018-Umea.zip
Julkaistu sarjassa
Proceedings of the PME ConferencePäivämäärä
2018Tekijänoikeudet
© Authors, 2018
In this study, we analyse how 7th grade students’ engagement during small group work differed in two consecutive algebra lessons: in the first lesson students solved equa-tions and in the second lesson they created equations for other small groups to solve. Data was collected by videorecording the work of two groups in both lessons. Through directed content analysis, categories indicating student engagement were formed based on previous research and refined during analysis. The analysis revealed a change from individual engagement to collaborative engagement between lessons and an increase in many passive students’ engagement. Task characteristics which may affect the type and amount of engagement are discussed.
Julkaisija
International Group for the Psychology of Mathematics EducationEmojulkaisun ISBN
978-91-7601-905-4Konferenssi
Conference of the International Group for the Psychology of Mathematics EducationKuuluu julkaisuun
PME 42 : Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education. Volume 4ISSN Hae Julkaisufoorumista
0771-100XAsiasanat
Alkuperäislähde
http://www.igpme.net/wp-content/uploads/2019/05/PME42-2018-Umea.zipJulkaisu tutkimustietojärjestelmässä
https://converis.jyu.fi/converis/portal/detail/Publication/32834756
Metadata
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Lisätietoja rahoituksesta
This work has been funded by the Finnish Cultural Foundation. We are also grateful for comments received in Nordic Network for Algebra Learning (n2AL).Lisenssi
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