All Title Author
Keywords Abstract

Publish in OALib Journal
ISSN: 2333-9721
APC: Only $99


Students Engagements Patterns during Mathematics Classroom Practice

DOI: 10.4236/oalib.1106695, PP. 1-32

Subject Areas: Education, Information Science

Keywords: Engagement, Students, Pedagogies, Teaching Strategies

Full-Text   Cite this paper   Add to My Lib


This paper sought to investigate students’ engagement patterns during mathematics classroom practice. Four research objectives were designed to guide the discussion in the paper. The qualitative case study approach was adopted to collect data from twelve Senior Secondary one and two students from two secondary schools in Nigeria for the study. Four mathematics teachers taught mathematics for a period of 15 weeks span across three years. A thematic narrative approach was adopted as a tool to analyse the data collected from the students. The results of the study suggested that, six different engagement patterns were observed by the students as present during their classroom practice. The students identified these patterns as teacher-centred engagement pattern, student-individualised engagement patterns, teacher-student engagement pattern, student-students engagement pattern, group engagement pattern and whole class engagement pattern. However, the findings of the study suggested that, four out of the six engagement patterns should be encouraged during classroom instruction. These engagement patterns are teachers-students, students-students, group-based and whole-class engagement patterns. It was also recommended that teachers who pay more attention to the teacher-centred and student-individualised engagement patterns during classroom practice should seek to create classrooms environment that will promote students’ positive engagement during mathematics classroom practice.

Cite this paper

Bature, I. J. (2020). Students Engagements Patterns during Mathematics Classroom Practice. Open Access Library Journal, 7, e6695. doi:


[1]  Bature I.J. (2020) The Mathematics Teachers Shift from the Traditional Teacher-Centred Classroom to a More Constructivist Student-Centred Epistemology. Open Access Library Journal, 7, e6389.
[2]  Emaikwu, S.O. (2012) Assessing the Relative Effectiveness of Three Teaching Methods in the Measurement of Students’ Achievement in Mathematics. Benue, Nigeria. Journal of Emerging Trends in Educational Research and Policy Studies, 3, 479-486.
[3]  Bature, I.J. and Atweh, B. (2019) Collaboration: A Collective Bargain for Achieving Quality Mathematics Classroom Practice. International Journal of Educational Methodology, 5, 347-361.
[4]  Bagger, A. and Roos, H. (2015) How Research Conceptualises the Student in Need of Special Education in Mathematics. Development of Mathematics Teaching: Design, Scale, Effects. Proceeding of MADIF 9: The 9th Swedish Mathematics Education Research Seminar Ume?, Link?ping, February 4-5, 2014, 27-36.
[5]  Dele-Ajayi, O., Strachan, R., Alison Pickard, A. and Sanderson, J. (2019) Games for Teaching Mathematics in Nigeria: What Happens to Pupils’ Engagement and Traditional Classroom Dynamics? IEEE Access, 7, 53248-53261.
[6]  Bature, I.J. and Igwe, O. (2010) An Investigation into the Factors Affecting Junior Secondary School Three Students Understanding of Mathematics Language in Gombe Metropolis. African Journal of Educational Research and Administration, 3, 47-52.
[7]  Bagger, A. and Roos, H. (2020) The Shared Duty of Special Educational Support in Mathematics: Borders and Spaces in Degree Ordinances for Pre-Service Teachers. Educational Springer, Berlin.
[8]  Bature, I. and Jibrin, A. (2015) The Perception of Preservice Mathematics Teachers on the Role of Scaffolding in Achieving Quality Mathematics Classroom Instruction. International Journal of Education in Mathematics Science and Technology, 3, 275-287.
[9]  Seah, W.T. (2018) Improving Mathematics Pedagogy through Student/Teacher Valuing: Lessons from Five Continents. In: Kaiser, G., Forgasz, H., Graven, M., Kuzniak, A., Simmt, E. and Xu, B., Eds., Invited Lectures from the 13th International Congress on Mathematical Education, Springer International, Cham, 561-580.
[10]  Abah, J., Anyagh, P. and Age, T. (2017) A Flipped Applied Mathematics Classroom: Nigerian University Students’ Experience and Perceptions. Mathematics Education Series, 42, 78-87.
[11]  Bature, I.J. and Atweh, B. (2016) Achieving Quality Mathematics Classroom Instruction through Productive Pedagogies. International Journal of Educational Methodology, 2, 1-18.
[12]  Bature I.J., Atweh, B. and Treagust, D (2016) Inclusivity: An Effective Tool for Achieving Quality Mathematics Classroom Instruction in Nigerian Secondary Schools. Universal Journal of Educational Research, 4, 173-180.
[13]  Bature, I.J., Atweh, B. and Oreoluwa, F. (2020) Investigating the Perception of Senior Secondary School Students on the Role of Classroom Engagement in Mathematics Problem Solving. Journal of Research in Science, Mathematics and Technology Education, 3, 73-105.
[14]  Sequeira, A.H. (2013) Factors Contributing to Students’ Academic Performance. National Institute of Karnataka, Surathkal. Journal of Educational Research, 1, 283-289.
[15]  Acharya, B.B. (2017) Factors Affecting Difficulties in Learning Mathematics by Mathematics Learners. International Journal of Elementary Education, 6, 8-15.
[16]  Berger, R. (2015) Now I See It, Now I Don’t: Researcher’s Position and Reflexivity in Qualitative Research. Qualitative Research, 15, 219-234.
[17]  Bolyan, M. and Woolsey, I. (2016) Teacher Education for Social Justice: Mapping Identity Spaces. Teaching and Teacher Education, 46, 62-71.
[18]  Okafor, C.F. and Anaduaka, U.S. (2013) Nigerian School Children and Mathematics Phobia: How the Mathematics Teacher Can Help. American Journal of Educational Research, 1, 247-251.
[19]  Seah, W.T. and Andersson, A. (2015) Valuing Diversity in Mathematics Pedagogy through the Volitional Nature and Alignment of Values. In: Bishop, A., Tan, H. and Barkatsas, T., Eds., Diversity in Mathematics Education, Springer, Cham, 167-183.
[20]  Humphreys, B., Johnson, R.T. and Johnson, D.W. (1982) Effects of Cooperative, Competitive, and Individualistic Learning on Students’ Achievement in Science Class. Journal of Research in Science Teaching, 19, 351-356.
[21]  Okebukola, P.A. and Ogunniyi, M.B. (1984) Cooperative, Competitive, and Individualistic Science Laboratory Interaction Patterns: Effects on Students’ Achievement and Acquisition of Practical Skills. Journal of Research in Science Teaching, 21, 875-884.
[22]  Ifamuyiwa, A. and Lawani, A. (2008) Interaction Patterns in Mathematics Classrooms in Ogun State Secondary Schools. The Online Journal, 6, Article: 11.
[23]  Bature, I.J., James, J.J., Aramide, K., Danladi, R.S. and Nengak, S. (2015) Introducing Productive Pedagogies to Nigerian Mathematics Classroom through Collaborative Action Research Using a Community of Practice Approach. International Journal of Learning, Teaching and Educational Research, 11, 41-58.
[24]  Ifamuyiwa, A.S. (2007) Effects of Self and Cooperative Instructional Strategies on Senior Secondary School Students’ Learning Outcomes in Mathematics. University of Ibadan, Ibadan.
[25]  Bature, I.J. and Atweh, B. (2020) Mathematics Teacher’s Reflection on the Role of Productive Pedagogies in Improving Their Classroom Instruction. International Journal of Educational Methodology, 6, 319-335.
[26]  Sullivan, P. (2018) Challenging Mathematical Tasks: Unlocking the Potential of All Students. OUP Oxford, Oxford.
[27]  Bature, I.J. and Bundot, G.B. (2009) Setting the Classroom Climate for Effective Teaching and Learning Process: Implications for Classroom Environment and Learning. International Journal for Contemporary Issues in Education, Special Edition, 198-201.
[28]  Anthony, G. and Walshaw, M. (2009) Effective Pedagogy in Mathematics. International Bureau of Education, Geneva.
[29]  NERDC (2013) Lesson Planning Based on Modern Teaching Approaches (For Mathematics). Nigerian Educational Research and Development Council Sheda, Bulleting Released, 5 June 2013.
[30]  Atweh, B. (2013) Beyond Student Centred Learning: Towards Socially Response-Able Mathematics Education. Keynote Presentation at Columbia University.
[31]  Clarke, D. (2010) Speaking in and about Mathematics Classrooms Internationally: The Technical Vocabulary of Students and Teachers.
[32]  Clarke, D.M. and Roche, A. (2009) Opportunities and Challenges for Teachers and Students Provided by Tasks Built around “Real” Contexts. In: Hunter, R., Bicknell, B. and Burgess, T., Eds., Crossing Divides: Proceedings of the 32nd annual conference of the Mathematics Education Research Group of Australasia, Palmerston North, 5- 9 July 2009, 722-726.
[33]  Sullivan, J.V. (2018) Learning and Embodied Cognition: A Review and Proposal. Psychology Learning & Teaching, 17, 128-143.
[34]  National Council of Teachers of Mathematics (2014) Principles to Actions: Ensuring Mathematical Success for All. National Council of Teachers of Mathematics, Reston.
[35]  Boston, M.D. (2012) Assessing Instructional Quality in Mathematics. Elementary School Journal, 113, 76-104.
[36]  Smith, M.S. and Stein, M.K. (2011) 5 Practices for Orchestrating Productive Mathematical Discussions. National Council of Teacher of Mathematics, Reston.
[37]  Sullivan, P., Askew, M., Cheeseman, J., Clarke, D., Mornane, A., Roche, A. and Walker, N. (2015) Supporting Teachers in Structuring Mathematics Lessons Involving Challenging Tasks. Journal of Mathematics Teacher Education, 18, 123-140.
[38]  Bature, I.J. and Zuya, E. (2008) The Mathematics Teachers’ Classroom Environment: A Case of Concerned to Secondary School Mathematics Teaching and Learning. Journal of Technology Education, 1, 104-116.
[39]  Abimbade, A. and Afolabi, S.S. (2012) A Study of Pedagogical Approaches of Mathematics Teaching in South-Western States of Nigeria. International Journal of Asian Social Science, 2, 1182-1192.
[40]  Baxter, P. and Jack, S. (2008) Qualitative Case Study Methodology: Study Design and Implementation for Novice Researchers. The Qualitative Report, 13, 544-559.
[41]  Clandinin, D.J. and Connelly, F.M. (2000) Narrative Inquiry: Experience and Story in Qualitative Research. Jossey-Bass, San Francisco, CA.
[42]  Caulfield, J. (2019) How to Do Thematic Analysis.
[43]  Creswell, J.W. (2014) Research Design: Qualitative, Quantitative and Mixed Methods Approaches. 4th Edition, Sage, Thousand Oaks, CA.
[44]  Carter, M.J. and Fuller, C. (2016) Symbols, Meaning, and Action: The Past, Present, and Future of Symbolic Interactionism. Current Sociology, 64, 931-961.
[45]  Evers, J.C. (2016) Elaborating on Thick Analysis: About Thoroughness and Creativity in Qualitative Analysis. Qualitative Social Research, 17, Article No. 6.
[46]  Brophy, J.E. (2006) History of Research in Classroom Management. In: Evertson, C. and Weinstein, C., Eds., Handbook of Classroom Management: Research, Practice, and Contemporary Issues, 17-43.
[47]  Attard, C. (2013) Introducing Ipads into Primary Mathematics Pedagogies: An Exploration of Two Teachers’ Experiences. Mathematics Education: Yesterday, Today and Tomorrow. Proceedings of the 36th Annual Conference of the Mathematics Education Research Group of Australasia, Melbourne, 7-11 July 2013, 58-65.
[48]  Hall, J.J. and Sink, C.A. (2015) Nature of Mathematics Classroom Environments in Catholic High Schools. Journal of Catholic Education, 18, 73-98.
[49]  Kalogeropoulos, P. and Bishop, A.J. (2017) What Is the Role of Value Alignment in Engaging Mathematics Learners? In: Chronaki, A., Ed., Proceedings of the 9th International Mathematics Education and Society Conference, Volos, 7-12 April 2017, 603-610.
[50]  Kalogeropoulos, P. (2016) The Role of Value Alignment in Engagement and (Dis) Engagement in Mathematics Learning. Monash University, Melbourne.
[51]  Bada, S.O. (2015) Constructivism Learning Theory: A Paradigm for Teaching and Learning. Journal of Research & Method in Education, 5, 66-70.
[52]  Emaliana, I. (2017) Teacher-Centered or Student-Centered Learning Approach to Promote Learning? Journal Sosial Humaniora, 10, 59-70.
[53]  Acat, B. and D?nmez, ?. (2009) To Compare Student Centered Education and Teacher Centered Education in Primary Science and Technology Lesson in Terms of Learning Environments. Procedia—Social and Behavioral Sciences, 1, 1805-1809.
[54]  Zohrabi, M., Torabi, M.A. and Baybourdiani, P. (2012) Teacher-Centered and/or Student-Centered Learning: English Language in Iran. English Language and Literature Studies, 2, 18-30.
[55]  Chronaki, C.E. (2016) Mathematics Education as a Matter of Identity. In: Peters, M.A., Ed., Encyclopedia of Educational Philosophy and Theory, Springer Nature, Singapore, 1-6.
[56]  Anderson, A., Hinz, B. and Matus, H. (2017) The Paradigm Shifters: Entrepreneurial Learning in Schools. Mitchell Institute, Melbourne.
[57]  Fisher, D. and Frey, N. (2013) Better Learning through Structured Teaching: A Framework for the Gradual Release of Responsibility. 2nd Edition, ASCD, Alexandria.
[58]  Sullivan, P. and Mornane, A. (2014) Exploring Teachers’ Use of, and Students’ Reactions to, Challenging Mathematics Tasks. Mathematics Education Research Journal, 26, 193-213.
[59]  Hattie, J.A.C. (2009) Visible Learning: A Synthesis of over 800 Meta-Analyses Relating to Achievement. Routledge, London, 392.
[60]  Bucholz, J.L. and Sheffler, J.L. (2009) Creating a Warm and Inclusive Classroom Environment: Planning for All Children to Feel Welcome. Electronic Journal for Inclusive Education, 2, 1-13.


comments powered by Disqus

Contact Us


微信:OALib Journal