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33 results on '"Xiaoxue Zhang"'

26. SECONDARY MATHEMATICS TEACHERS’ EFFORTS TO ENGAGE STUDENTS THROUGH ACADEMIC AND SOCIAL SUPPORT.

Author

Jansen, Amanda, Middleton, James A., Wiezel, Adi, Cullicott, Catherine, Xiaoxue Zhang, Tarr, Gabriel, and Curtis, Kelly

Subjects
EDUCATION of mathematics teachers, STUDENT engagement, SOCIAL support, OBSERVATION (Educational method), EDUCATIONAL planning
Abstract

Teachers’ efforts to support students, both academically and socially, can play a role in how high school students productively engage with mathematics in the moment. To examine the connection between teacher support and student engagement, we conducted an exploratory mixed-methods study combining data from 20 high school classroom observations with student self-reports taken during the observed activity. Our findings indicate that when teachers provide academic support to their students during a lesson, they are also likely to provide social support. Higher teacher support of both kinds correlates with higher student self-efficacy, as well as social and cognitive engagement. Investigating relationships between observations of teaching and students’ self-reports of engagement in-the-moment is a potentially revealing approach for uncovering engaging instructional strategies in secondary mathematics classrooms. [ABSTRACT FROM AUTHOR]

Published
2019

28. NAVIGATING DILEMMAS OF STUDYING MATHEMATICS ENGAGEMENT IN SECONDARY CLASSROOMS.

Author

Jansen, Amanda, Wiezel, Adi, Xiaoxue Zhang, Curtis, Kelly, and Middleton, James

Subjects
STUDENT engagement, MATHEMATICS education, SECONDARY education, SELF-efficacy in students, RESEARCH methodology, CLASSROOM environment
Abstract

To better understand how to support high school students' engagement, advancements in research methods that provide greater understandings of malleable factors of engagement and conditions that affect students' engagement are needed. In this conceptual paper, we introduce four dilemmas that researchers need to navigate to study secondary students' engagement with mathematics: How can we concurrently capture engagement in-the-moment and at scale? What counts as a moment or experience? What sorts of experiences could be engaging? Whose perspectives on the experience should be privileged? We propose approaches for navigating these dilemmas in the context of a current research project. [ABSTRACT FROM AUTHOR]

Published
2018

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