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

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.