The Link Between Student Engagement and Mathematical Understanding
Richard Andrew
? Maximising the Conversion of Ideas Into Long-Term Practice ? Collaborating with Schools, Consultants, Coaches & Subject-Matter Experts ? Raising Agency, Empowering Change ? Self-Reflective, Hybrid & Online CPD
“Let’s say I’m a maths teacher, and I’m struggling with my class - they are disengaged, not understanding the work. What are some things you’d look at and implement?”
When Michelle Ang (3P Learning: Mathletics, Reading Eggs, Mathseeds) interviewed me, she posed many scenarios and asked me to respond. The question above was one of those scenarios.?
This is a great question because many maths teachers deal with disengaged and challenging classes.??
In the 3-minute video snippet below, I touch on some ideas and strategies. (For a more comprehensive answer, watch more of the interview - the link to the full interview should be in the comments.)
The Link between Engagement and Understanding (3 minutes)?
Time Stamps?
0:40 Notice students are disengagement?
0:55 WHY are they disengaged??
1:18 Too many kids SPEND too much time IN too many lessons not understanding their work!?
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1:45 The Procedures-first, Understanding-second paradigm unpacked.
2:45 WHY teachers continue with Procedures-first.
3:15 Let’s present maths in time-efficient ways that promote understanding and agency.?
My observations for the last 30+ years inform me that too often, ‘student management strategies’ are considered to be in a different category than ‘good pedagogy’. This mindset fails to acknowledge that three of the main reasons students misbehave are:
Each of these three causes of student misbehaviour would be addressed significantly by presenting mathematics in ways that fosters agency and deep understanding in students.?
This is my main focus as a PD provider and the main topic I write about.??
Would you and/or your mathematics teachers benefit from a framework that guides teachers in how to present mathematics in ways that foster agency and deep understanding in students.?Let me know in the comments.
Educational Consultant Director at Raising Achievement
2 年This is such an important question, particularly now as we are re-engaging students with their education and dealing with poor mathematics achievement. Engagement is the first step.
STEM Education Warrior, Renaissance Man and Problem Solver
2 年I'm going through this exact situation with my bottom set Grade 10 class. I've noticed, for sure. I've attempted to teach for understanding, many times. But what do you do when you get pushback and resistance from students (whether passive or otherwise) whenever you try to introduce an "unconventional" activity that asks them to think, and effectively the message you get when you try to teach for understanding is "just tell me what I need to do"?
( MOE-UAE Licensed)(TLS Certified Mathematics Teacher) + Tutor, Abu Dhabi .????
2 年Thanks for sharing . I am facing the same issue with my students. Now i will change my teaching strategy and will help them understand why they are doing all the mathematical procedures and will try to make this subject interesting for my students. Thanks again Richard Andrew
CEO at Linked VA
2 年Always looking forward to your content, Richard. Indeed when students need help understanding the subject, their interest will be elsewhere. For a student with a lot of information to take in a day, it feels like an obligation to answer problems without understanding the concept. So teachers must first teach students the concept to get their interest in the subject.
I help men navigating the challenges of separation so they can rebuild their life with confidence and purpose. Saving them Time, Money and Stress!
2 年It's like with anything. If students are not engaged they won't learn effectively. Thanks for sharing, Richard.