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The ORRSEM Project: observing, recording & reporting student engagement in mathematics
Abstract

The ORRSEM Project: observing, recording & reporting student engagement in mathematics

Karen Skilling
Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, 2021, Vol.1, pp.181-181
PME44 - 44th Conference of the International Group for the Psychology of Mathematics Education, 44th (Khon Kaen, Thailand and Online, 19/07/2021–22/07/2021)
2021

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Abstract

The influence of motivation and affective factors on student engagement for learningmathematics is considered as being crucial and complex (Eccles, 2016). Although behavioraland overtly emotional engagement are more readily observed by teachers, more subtle emotions and cognitive engagement are harder to identify and more difficult to clearly describe (Skilling et al, 2016). One way to elicit teacher engagement and motivation beliefs is through a research based and teacher informed tool, which provides a mechanism for noticing, articulating and communicating all types and levels of observed student engagement in mathematics classrooms and connecting theory to practice—and important for shaping instructional choices that act to promote student engagement in mathematics learning. The Engagement framework proposed by Fredricks, Paris and Blumenfeld (2004), which delineates behavioral (participation), emotional/affective (feelings, values, attitudes and interest) and cognitive (self-regulation and metacognition) types of engagement and underscored by several important motivational theories, provides a clear conceptual framing for connecting engagement and motivation and underpins the development of the main tool described in the ORRSEM Project. Using a design-based approach the ORRSEM Project involves five phases over 16 months, including iterative cycles to elicit individual teacher engagement beliefs and practices through survey and interviews, collaborative workshops to refine the innovative ORRSEM tool, trailing the tool in mathematics classes, (ages 12-14 years) and developing an engagement intervention. The participants include 15 teachers from nine secondary schools who report pre-trial expectations about the tool: “a protocol like this would be useful for gauging and reflecting on engagement in mathematics…to pick up on any trends and changes in engagement…and used to make more informed interventions” (M6) and “For observation of precise behavioral, cognitive or emotional engagement characteristics and ways to enhance my practice to help improve student engagement” (F8).

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