Classroom Processes, Students' Engagement in Mathematics Instruction, and Mathematics Achievement

University Of Virginia Main Campus, Charlottesville VA

Investigators

Abstract

The proposed research has three aims: 1) to describe the relations among children?s behavioral, emotional, and cognitive engagement in mathematics instruction; 2) to use observationally-based approaches to examine what occurs inside the classroom to describe the contribution of classroom processes to student engagement; 3) to examine the relation between students? engagement in learning and mathematics proficiency, considering the extent to which students? engagement serves explains the relation between classroom social processes and student mathematics achievement. Work is situated in the context of the presence or absence of two instructional approaches: inquiry-based mathematics instruction and the Responsive Classroom Approach.