Affective Assessment and Mathematics Classroom Engagement: A Case Study |
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| Authors: | Steven R Williams Kathy MC Ivey |
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| Institution: | (1) Department of Mathematics, Brigham Young University, Provo, Utah, U.S.A.;(2) Department of Mathematics and Computer Science, Western Carolina University, Asheville, North Carolina |
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| Abstract: | This paper reports a case study of one student’s pattern of engagement in an eighth-grade algebra class. The student, Bryan,
was a participant in a yearlong study of mathematical communication in middle school classrooms. His case is interesting both
because of the striking differences between his being engaged and disengaged in classroom work, and because of the reasons
he gives for his pattern of engagement. Several current theories of engagement and motivation are discussed as we attempt
to gain insight into his actions and explanations. All are successful in describing parts of Bryan’s behavior. However, we
argue both empirically and theoretically that none serve to characterize what we feel is the core of Bryan’s decision about
engagement: his affective assessment of mathematics. We provide an analysis based on Rychlak’s (1988, 1994)Logical Learning
Theory to give insights into Bryan’s assessment of mathematics, and discuss what this approach adds to our understanding of
this particular case.
This revised version was published online in July 2006 with corrections to the Cover Date. |
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