Looking for Goldin: Can adopting student engagement structures reveal engagement structures for teachers? The case of Adam

Lake, Elizabeth ORCID: https://orcid.org/0000-0003-2320-3997 and Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 (2014) Looking for Goldin: Can adopting student engagement structures reveal engagement structures for teachers? The case of Adam. In: 38th Conference of the International Group for the Psychology of Mathematics Education, 2014-07-15 - 2014-07-20, University of British Columbia.

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Abstract

Goldin et al. (2011) suggest nine ‘engagement structures’ for describing complex, ‘in-the-moment’ affective and social interactions as well as student beliefs. The study we report here examines the conjecture whether the ‘engagement structures’ construct can be appropriately adapted to allow such descriptions for secondary mathematics teachers. If this can be the case then linking teacher and student engagement structures could support detailed examination of classroom interactions. The aim of this paper is to consider one such adaptation and demonstrate some of its parts through the case of one teacher. We draw on this case study to indicate that such an approach has value, in particular in the ways in which it reveals relationships between engagement structures and norms in classroom interactions.

Item Type:	Conference or Workshop Item (Paper)
Additional Information:	Citation: Lake, E. & Nardi, E., Looking for Goldin: Can adopting student engagement structures reveal engagement structures for teachers? The case of Adam, Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education (Vol.4, pp.49-56), Vancouver, Canada: PME.
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
UEA Research Groups:	Faculty of Social Sciences > Research Groups > Research in Mathematics Education
Depositing User:	Pure Connector
Date Deposited:	28 Oct 2014 16:30
Last Modified:	24 Sep 2024 07:18
URI:	https://ueaeprints.uea.ac.uk/id/eprint/50319
DOI:

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