Adopting Goldin et al.'s student 'engagement structures' for investigating teacher 'engagement structures': Some preliminary analyses.

Research output: Contribution to conferencePaper

Abstract

As part of PhD research into mathematics teachers’ emotional engagement, I am exploring means of addressing the complexity of classroom interactions, whilst incorporating teacher beliefs. Goldin, Epstein, Schorr, and Warner (2011) propose ‘engagement structures’ which are suggested as a theoretical model for framing analysis of the complex nature of affect for students of mathematics. In this paper, I examine whether this ‘engagement structures’ construct can be appropriately and usefully adapted for secondary mathematics teachers. I then discuss the fit of emerging affective characteristics to each of the strands outlined by Goldin et al. (2011). The teacher data includes a pre-observation career story; videoed observations of lessons; and post-observation discussion of video extracts where the teacher recalls emotions. If transference proves useful, then linking teacher and student ‘engagement structures’ could support detailed examination of classroom interactions.
Original languageEnglish
Pages77-82
Number of pages6
Publication statusPublished - 2014
EventBSRLM Day Conference - King's College, London, United Kingdom
Duration: 1 Mar 2014 → …

Conference

ConferenceBSRLM Day Conference
CountryUnited Kingdom
CityLondon
Period1/03/14 → …

Keywords

  • engagement structures
  • teacher affect
  • emotions
  • mathematics

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