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Abstract
In this study, the authors assessed the contribution of engagement (on-task behavior) to the mathematics problem-solving performance of seventh-grade students after accounting for prior mathematics achievement. A subsample of seventh-grade students in four mathematics classrooms (one high-, two average-, and one low-achieving) from a larger intervention study assessing improvement in middle school students’ proportional reasoning was assessed on initial mathematics achievement, on-task behavior, and mathematics problem-solving performance. Results suggested that engagement uniquely predicted mathematics problem-solving performance after controlling for prior mathematics achievement. Furthermore, the authors found differential rates of engagement for the three achievement groups. Based on an analysis of engagement by instructional lesson, the authors offer suggestions for addressing engagement when designing instruction.
Funding
The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant #R305K060002 to the University of Minnesota. The opinions expressed are those of the authors and do not represent the views of the U.S. Department of Education.
Additional information
Notes on contributors
Amy E. Lein
Amy E. Lein, MEd, is a doctoral candidate in the Department of Educational Psychology at the University of Minnesota. She has over 10 years of experience teaching high school special education and mathematics. Her research interests include educational interventions for struggling students and professional development for teachers.
Asha K. Jitendra
Asha K. Jitendra, PhD, is the Rodney Wallace Professor for the Advancement of Teaching and Learning in the Department of Educational Psychology at the University of Minnesota. Her research interests include effective instructional practices, primarily in mathematics and reading, for students with mathematics, reading, and learning difficulties.
Kristin M. Starosta
Kristin M. Starosta, PhD, BCBA-D, is a consultant with Colonial Intermediate Unit 20 in Easton, PA. Her work focuses on supporting schools in their implementation of Multi-Tiered Systems of Supports through Positive Behavior Interventions and Supports (PBIS) as well as supporting individual students with challenging behavior through Functional Behavior Assessment (FBA)–based interventions.
Danielle N. Dupuis
Danielle N. Dupuis, MA, is a doctoral candidate in the Department of Educational Psychology at the University of Minnesota. Her research interests include quantitative methods in education, value-added modeling, teacher effectiveness, and mathematics education.
Cheyenne L. Hughes-Reid
Cheyenne L. Hughes-Reid, PhD, is a pediatric psychologist at Nemours/A.I. duPont Hospital for Children in Wilmington, DE. She is part of the training team for the APA-approved internship program as well as the postdoctoral training program. Her clinical and research interests include integrated primary care, program development, quality improvement, collaborative care, psychosocial screening, school consultation, training, and assessment and intervention for children with gastrointestinal disorders.
Jon R. Star
Jon R. Star, PhD, is the Nancy Pforzheimer Aronson Associate Professor in Human Development and Education in the Graduate School of Education at Harvard University. His research interests include flexibility in mathematical problem solving, the effectiveness of curricular and instructional interventions and pre-service teacher preparation, and middle and high school mathematics.