http://orcid.org/0000-0003-3877-8814
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ABSTRACT
This study examined student mathematical engagement through the intended and enacted lessons taught by two teachers in two different middle schools in Indonesia. The intended lesson was developed using the ELPSA learning design to promote mathematical engagement. Based on the premise that students will react to the mathematical tasks in the forms of words and actions, the analysis focused on identifying the types of mathematical engagement promoted through the intended lesson and performed by students during the lesson. Using modified Watson's analytical tool (2007), students’ engagement was captured from what the participants’ did or said mathematically. We found that teachers’ enacted practices had an influence on student mathematical engagement. The teacher who demonstrated content in explicit ways tended to limit the richness of the engagement; whereas the teacher who presented activities in an open-ended manner fostered engagement.
Acknowledgments
The authors would like to thank all participants involved in this research. We would also like to thank Dr. Mahsa Izadinia for her comments and insights on this paper. We also wish to thank Siti Rokhmah for her assistance in data analysis and Robyn Lowrie for proofreading this article. This paper makes use of data from the project ‘Promoting mathematics engagement and learning opportunities for disadvantaged communities in West Nusa Tenggara, Indonesia’, supported by the Australian Government Department of Foreign Affairs and Trade under grant number 70 861. Any opinion, findings, conclusions and recommendations are those of the authors.
Disclosure statement
No potential conflict of interest was reported by the authors.