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Mathematical truth and social consequences: The intersection of affect and cognition in a middle school classroom
Get PDFWe focus on several groups of eighth grade students in an attempt to deepen our understanding of when, how, and why middle grade students engage in conceptually challenging mathematics. As part of our analysis, we have formulated the theoretical notion of engagment structures, which is a behavioral/affective/social constellation including characteristic patterns of behavior, indicative of affective pathways and models (structures) that have important cognitive interpretations and implications by the students. We report that students may be willing to abandon arguing for what they know are mathematical truths in order to avoid appearing weak or wrong in front of their peers, and this appears to be linked to the depth of their understanding and their social positioning within their groups.Accepted Manuscript (AM
Pioneer 2010
No full textThe annual student yearbook was first published in 1925 as "The Kokoon" when William Paterson University was Paterson State Normal School. The title changed over time but has been "The Pioneer" since 1941
Authors' bibliography
No full textThe Authors' Bibliography, compiled by the David & Lorraine Cheng Library, lists the scholarly achievements of University colleagues whose works include books, journal articles and other substantial works--including media. The authors' bibliography is published on an annual basis and presented at the Authors' Reception as part of Explorations
Measuring engagement structures in middle-grades urban mathematics classrooms
Get PDFThis paper was presented at the 2010 American Educational Research Association (AERA) Conference in Denver, Colorado.Engagement structures are idealized psychological constructs that have been proposed as a way of understanding students’ affect in classroom situations involving conceptually challenging mathematics. Efforts to infer and measure such structures were based initially on classroom videotapes and retrospective interviews with students. Here we focus on the design of and preliminary results from a questionnaire administered immediately following problem solving activity. Encouraged by our findings to this point, we describe the design for an improved, more comprehensive instrument to assess the activation of various engagement structures in mathematical contexts
Working with a partner: An investigation of student engagement in an middle school math classroom
Get PDFThis paper was presented at the 2010 American Educational Research Association (AERA) Conference in Denver, Colorado.Many students work in small groups as they solve mathematical problems. In order for them to benefit from such experiences, each individual must be engaged, at least to some extent, during the problem solving session. Such engagement may take many forms, and in this paper, we focus on three closely related types of engagement, and discuss them with respect to both cognition and affect. We provide classroom examples of each, including student explanations of their mathematical ideas and reasoning. In addition, we provide qualitative descriptions of quantitative data as gathered in response to questionnaire items