Teacher and student perceptions of learner engagement after exposure to research based teaching strategies during fifth grade mathematics instruction

Term

2007

Capstone

Thesis

Degree Name

MAEd

Abstract

This research documents how one teacher implemented research based teaching strategies into her mathematics classroom seeking to answer the following question - what are teacher and student perceptions of learner engagement after exposure to research based teaching strategies during fifth grade mathematics instruction? This research focused on what engagement is and what it means for both teachers and students. Key influences included former and current students and authors such as Rowe, Ogle, and Danielson. The author used a survey method and reflective journaling to gather data regarding student engagement during math lessons. The author discusses two major findings: 1) a majority of students reported feeling involved in lessons that utilized research based strategies, and 2) not all students exhibit the same behaviors when they are engaged.

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