Capturing student mathematical engagement through differently enacted classroom practices: applying a modification of Watson's analytical tool |
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| Authors: | Sitti Maesuri Patahuddin Indira Puteri Tom Lowrie Tracy Logan Baiq Rika |
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| Institution: | 1. Faculty of Education, Science, Technology and Mathematics, University of Canberra, Canberra, Australia;2. Mathematics Education Department, Faculty of Mathematics and Natural Sciences Education, IKIP Mataram, West Nusa Tenggara, Mataram, Indonesia |
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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. |
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| Keywords: | Watson's analytical tool linear equation mathematical engagement enacted intended lesson Indonesia |
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