Should We Stay or Should We Go Now? Maintaining Student Engagement in a Rich Task

• In Event: AERA Roundtable Session Wednesday 9:00 am Four Seasons Ballroom 2-3
  In Roundtable Session: Studies of Innovations in Mathematics Teaching (Table 6)

Abstract

Ambitious and equitable math teaching presents many dilemmas for teachers. One common dilemma is time management: Insufficient time can hinder conceptual understanding, but excessive time can devolve into non-mathematical activity. This case study examines a video-based coaching cycle with an AP Calculus teacher who successfully navigated this dilemma. Over three class periods, the teacher adjusted her groupwork facilitation to maintain cognitive demand and student engagement. We examine how her groupwork facilitation shifted over time, as well as the ways she responded to student needs. We consider this in light of her pedagogical judgment and the feedback she received. This case illustrates how mathematics teachers can maintain student engagement over time.

Authors

• Brette Garner, University of Denver

• Kyle C. Nolting, University of Denver

• Christine E. Hood, University of Denver

• Alyssa Williams, University of Denver

• Tara Crampton, University of Denver