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An investigation of two engagement structures in middle school mathematics classrooms
Descriptive
TitleInfo
Title
An investigation of two engagement structures in
middle school mathematics classrooms
middle school mathematics classrooms
Name
(type = personal)
NamePart
(type = family)
Rossman
NamePart
(type = given)
Cathleen F.
NamePart
(type = date)
1978-
DisplayForm
Cathleen Rossman
Role
RoleTerm
(authority = RULIB)
author
Name
(type = personal)
NamePart
(type = family)
Goldin
NamePart
(type = given)
Gerald A
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Gerald A Goldin
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
chair
Name
(type = personal)
NamePart
(type = family)
Schorr
NamePart
(type = given)
Roberta Y
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Roberta Y Schorr
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
internal member
Name
(type = personal)
NamePart
(type = family)
Epstein
NamePart
(type = given)
Yakov
DisplayForm
Yakov Epstein
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
internal member
Name
(type = personal)
NamePart
(type = family)
Capraro
NamePart
(type = given)
Robert M
DisplayForm
Robert M Capraro
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
outside member
Name
(type = corporate)
NamePart
Rutgers University
Role
RoleTerm
(authority = RULIB)
degree grantor
Name
(type = corporate)
NamePart
Graduate School - New Brunswick
Role
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(authority = RULIB)
school
TypeOfResource
Text
Genre
(authority = marcgt)
theses
OriginInfo
DateCreated
(qualifier = exact)
2013
DateOther
(qualifier = exact);
(type = degree)
2013-05
Place
PlaceTerm
(type = code)
xx
Language
LanguageTerm
(authority = ISO639-2b);
(type = code)
eng
Abstract
(type = abstract)
Engagement and motivation have become increasingly important to mathematics education, particularly as concern about the educational success of students in the US grows. As a way to describe the patterns cognitive, behavioral, and affective engagement of students, Goldin, Epstein, Warner, and Schorr (2011) developed the theoretical concept of engagement structures. Engagement structures are idealized, recurring highly dynamic affective patterns inferred from behavior. This study focuses on characterizing two of these patterns of behavior: Let Me Teach You (LMTY) and Look How Smart I Am (LHSIA) in the context of urban middle-school students working on a conceptually challenging problem. These structures were selected because they both are likely to focus on the mathematical content as well as require interaction between students. This dissertation reports on a qualitative study with video and audio data as well as survey responses of 55 seventh- and eighth-grade students in four classes in a large urban school district in NJ. These students worked in small groups (3-4 students) on the same task. The students’ survey responses were compared to the findings based on the audio and video analysis. The results indicate that students appear to help one another and are often, though not always, willing to accept help from classmates. Students who attempt to impress others in some way may be trying to prove they are smarter than others or may wish to be perceived at least as smart as their classmates. Behavioral features for each engagement structure emerged from the data and describe the different behaviors that seem to be in service of the same goal. The features associated with the LMTY structure are: 1) teaching to clarify, 2) teaching procedures, 3) teaching or explaining strategies, and 4) checking for understanding. The features associated with the LHSIA structure are: 1) expressing an idea, 2) stating an answer or answers, 3) correcting others, 4) stating, “I’m smart,” or “We’re smart,” 5) keeping up with others in the group. This study, an initial investigation of two patterns of engagement, contributes to a goal of better understanding the complexity of “in the moment” engagement in the mathematics classroom.
Subject
(authority = RUETD)
Topic
Education
Subject
(authority = ETD-LCSH)
Topic
Mathematics--Study and teaching--New Jersey
Subject
(authority = ETD-LCSH)
Topic
Engagement (Philosophy)
Subject
(authority = ETD-LCSH)
Topic
Motivation in education--New Jersey
Subject
(authority = ETD-LCSH)
Topic
Middle school students--New Jersey--Attitudes
RelatedItem
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TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier
(type = RULIB)
ETD
RelatedItem
(type = host)
TitleInfo
Title
Graduate School - New Brunswick Electronic Theses and Dissertations
Identifier
(type = local)
rucore19991600001
Identifier
ETD_4664
Identifier
(type = hdl)
http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000068951
PhysicalDescription
Form
(authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
vii, 523 p. : ill.
Note
(type = degree)
Ph.D.
Note
(type = bibliography)
Includes bibliographical references
Note
(type = statement of responsibility)
by Cathleen F. Rossman
Location
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(displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier
(type = doi)
doi:10.7282/T32R3Q78
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
RightsDeclaration
(ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder
(type = personal)
Name
FamilyName
Rossman
GivenName
Cathleen
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime
(encoding = w3cdtf);
(qualifier = exact);
(point = start)
2013-04-12 17:21:27
AssociatedEntity
Name
Cathleen Rossman
Role
Copyright holder
Affiliation
Rutgers University. Graduate School - New Brunswick
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical
RULTechMD
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ContentModel
ETD
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(VERSION = 5.1)
windows xp
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