Identifying cognitive engagement in the mathematics classroom

This paper reports an analysis of videotape and interview data from four Year 8 mathematics lessons from the perspective of student cognitive engagement. The study extends our understanding of cognitive engagement by locating empirical evidence for its occurrence within the classroom. On the basis of the data we have examined, it appears that cognitive engagement can be consistently recognised by specific linguistic and behavioural indicators and is promoted by particular aspects of the classroom situation, the task, and the individual. 2001, Vol. 13, No.2, 133-153Mathematics Education Research Journal Interviewer: So can you tell me what made it, what was good about it, what worked for you? Student: Uh, I think, urn, it was just that we all really put in together, we really put our minds to it, thought about it. In this paper, we undertake an analysis of Videotape and interview data from four mathematics lessons from the perspective of student engagement. Our focus on the nature, role, and significance of engagement stems from our concern tha