Features of Student Engagement in Chinese Middle School Mathematics Classrooms
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초록
This study focuses on student engagement in Chinese middle school mathematics classrooms. By the recording and quantitative analysis on video case, this study explored the main acts and time of student engagement. The data showed that among the student engagements:(1) Students’ responses to teacher’s question occurred most frequently;(2) Collective responses were much more than the individual responses;(3) Students’ responses and classroom practice spent the longest time;(4) The most frequent student engagements occurred in the aspects of classroom practice; and (5) Students rarely asked a question to teachers. The study also suggested that teacher’s effective guidance could improve the level of student engagement and the content of classroom practice is very important to the quality of student engagement.
Abstract
This study focuses on student engagement in Chinese middle school mathematics classrooms. By the recording and quantitative analysis on video case, this study explored the main acts and time of student engagement. The data showed that among the student engagements:(1) Students’ responses to teacher’s question occurred most frequently;(2) Collective responses were much more than the individual responses;(3) Students’ responses and classroom practice spent the longest time;(4) The most frequent student engagements occurred in the aspects of classroom practice; and (5) Students rarely asked a question to teachers. The study also suggested that teacher’s effective guidance could improve the level of student engagement and the content of classroom practice is very important to the quality of student engagement.
참고문헌 (10)
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- Kong, Q., "The relationship between student engagement and learning outcome in mathemat-ics classroom: An investigation in Shanghai. in: Trends and chal-lenges in mathematics education" (2004), East China Normal University Press
- Marks, H. M., "Student Engagement in Instructional Activity: Patterns in the Elementary, Middle, and High School Years", pp.1998
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- Mullis, I. V. S., "TIMSS 2007 International Mathematics Report: Findings from IEA’s Trends in International Mathematics and Science Study at the Fourth and Eighth Grades" (2008), TIMSS & PIRLS International Study Center at Boston College
- Newmann, F. M., "Student Engagement and Achievement in American Secondary School" (1992), Teachers College Press
- Trends in International Mathematics and Science Study (TIMSS), "Findings from IEA’s Trends in International Mathematics and Science Study at the Fourth and Eighth Grades" (2009), TIMSS & PIRLS International Study Center at Boston College
- Wong, N. Y., "The relationship between student engagement and learning outcomes in mathematics", Curriculum and Teaching, 18(1), pp.81~95 (2003)