When Saying Nothing Results in Learning: A Case Study of a Student’s Engagement Patterns During Mathematics Class

• In Event: Poster Session 10
  In Poster Session: Posters in Mathematics Teaching and Learning

Abstract

We describe a 7th-grade student [“Jen”] who, during small group discussions in a series of class sessions, avoided interactions with peers. In her words, she “wanted to stay out of trouble.” Nevertheless she had the largest score increase in the study, demonstrating good later recollection and understanding of the mathematics. We examine Jen’s engagement from a theoretical perspective based on the previously developed idea of “engagement structures” – idealized, identifiable, recurring, highly affective patterns in individual students. We draw on videotaped episodes, answers to several surveys involving attitudes, motivations, and engagement, pre- and posttest data, and retrospective stimulated-recall interview data. We infer that Jen’s “Stay Out of Trouble” pattern may have adaptive value in relation to her learning of the mathematics.

Authors

• Lina Sanchez-Leal, Rutgers University - Newark

• Roberta Y. Schorr, Rutgers University

• Lisa B. Warner, William Paterson University

• Yakov M. Epstein, Rutgers University