Switching on and switching off in mathematics: An ecological study of future intent and disengagement among middle school students.

Abstract

Prompted by international concerns about school and postschool participation in mathematics, the authors of the present study sought to investigate factors predicting "switching on" and "switching off in mathematics, operationalized through measures of future intent and disengagement, respectively. They drew from Bronfenbrenner's ecological model to explore an educational ecology comprising student, home, classroom, school, and time factors in predicting future intent and disengagement. These models were conducted within a multilevel context, thereby also assessing variation at student, classroom, and school levels. Based on data from 1,601 Australian middle school students from 200 classrooms in 44 schools, variance components models showed the bulk of variance (> 85%) in future intent and disengagement resided at the student (and residual) level, with 10%-12% variance explained at classroom and school levels. Multilevel hierarchical regression analyses revealed that student, home, and classroom factors explained most variance in dependent measures. For future intent and disengagement, mathematics self-efficacy, valuing, enjoyment, perceived classroom enjoyment, and parent interest were significant predictors. For disengagement, additional predictors were mathematics anxiety, perceived classroom disengagement, school ethnic composition, and school socioeconomic status. Modeling indicated all predictive effects generalized across classrooms and schools. Findings hold implications for the breadth and depth of efforts in mathematics aimed at reducing disengagement, increasing participation, and promoting more positive future orientations through school and beyond.

Movement-based Mathematics: Enjoyment and Engagement without Compromising Learning through the EASY Minds Program

“…Student enjoyment of mathematics is also recognised as a key ingredient for addressing student disengagement (A.J. Martin et al, 2012) and, given that attitudes towards mathematics are not stable and fixed (Pierce, Stacey, & Barkatas, 2007), innovative interventions, such as PA integration, have the potential to positively affect attitudes and engagement (Pierce et al, 2007). The NSW Auditor General"s report (2012) (Department for Education and communities, 2012) highlighted, as one of its recommendations, the need to improve children"s physical activity levels through the integration of physical activity within the existing curriculum.…”

“…Mathematical enjoyment is considered particularly significant for addressing student disengagement (A.J. Martin et al, 2012). However, researchers have found that mathematics classrooms and the individualistic nature of mathematics, whereby students work independently, actually discourages both social interaction and learning, which could reduce engagement and understanding (Attard, 2013).…”

“…Whilst the causes of this decline may be varied, disengagement with the subject has long been considered a factor (A.J. Martin, Anderson, Bobis, & Way, 2012). The most widely established factors that have been found to be associated with student engagement in mathematics include the influence of teachers (Anthony & Walshaw, 2009) and the pedagogies employed in mathematics (McKinney, Cappell, Berry, & Hickman, 2003).…”

Efficient Use of Clickers: A Mixed-Method Inquiry with University Teachers

“…Supportive teacher-student interactions promote student engagement and learning and have appreciable effect on learning outcomes [43,44]. Nevertheless, with the increasing number of large classes in universities, the opportunity of discourse between teachers and students has abated.…”

Level, strength, and facet-specific self-efficacy in mathematics test performance

“…Self-efficacy expectations (SEE) are related to key learning behaviours and outcomes such as individuals' motivation and engagement (Martin et al 2012), goal setting behaviours (Bong 2009), persistence (Multon et al 1991), and physiological experiences (Meece et al 1990). In mathematics in particular, SEE have been linked with perseverance (Zeldin and Pajares 2000), performance outcomes (Schulz 2005), attitudes towards mathematics and choice of maths-related courses and careers (Hackett and Betz 1989).…”