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Using vignettes to investigate mathematics teachers’ beliefs for promoting cognitive engagement in secondary mathematics classroom practice

Artigo2022

Karen Skilling ORCID; Gabriel J. Stylianides ORCID

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Resumo

Abstract Promoting engagement is crucial for encouraging student participation, interest, and learning in mathematics. Student engagement has been conceptualized as interrelated types comprising behavioural, emotional, and cognitive characteristics. Cognitive engagement, our focus in this paper, relates to students’ psychological investment in learning and practices used to enhance learning, such as self-regulatory strategies and metacognitive processes. Although crucial for students’ learning, research suggests that teachers’ practices for promoting students’ cognitive engagement are not well understood. In this qualitative study, we investigated the beliefs of 40 secondary mathematics teachers across eight English schools concerning promoting cognitive engagement in mathematics classrooms, and whether teachers with different cognitive engagement beliefs differ in the features of classroom practice they attend to in relation to promoting student self-regulation and metacognition. We developed a Cognitive Engagement Framework (CEF) for the following purposes: (1) to develop vignettes that described the practices of two contrasting teachers (Teacher A and Teacher B), who differed in their use of specific self-regulation and metacognitive processes; and (2) to use as a tool for analysis. 17 participants identified with Teacher A who favoured a controlling style towards student strategy use such as activating knowledge, planning, and enacting and regulating strategies, and a passive approach towards students’ use of self-reflection. 14 participants identified with Teacher B who favoured promoting student autonomy for planning and enacting and regulating strategies, self-reflection, and acknowledged affective elements. In addition to its findings, the paper makes a methodological contribution by using ‘vignettes’ as a new way of investigating teachers’ beliefs, and a theoretical contribution through the development of the CEF.

Dados da obra

Tipo
Artigo
Periódico
ZDM, v. 55, n. 2, p. 477-490
Editora
Springer Science+Business Media
Ano
2022 (2022-11-04)
Idioma
en
Palavras-chave
cognitive engagement; teacher beliefs; secondary mathematics teachers; self-regulation; metacognition; vignettes; student independence; self-reflection; teaching practice; student engagement
Temas
Práticas Pedagógicas
DOI
10.1007/s11858-022-01431-w
ISSN
1615-679X, 1863-9690, 1863-9704
Licença
cc-by
Acesso
Acesso aberto
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
SKILLING, Karen; STYLIANIDES, Gabriel J.. Using vignettes to investigate mathematics teachers’ beliefs for promoting cognitive engagement in secondary mathematics classroom practice. ZDM, v. 55, n. 2, p. 477-490, 2022. DOI: https://doi.org/10.1007/s11858-022-01431-w.

APA

Skilling, K., & Stylianides, G. J. (2022). Using vignettes to investigate mathematics teachers’ beliefs for promoting cognitive engagement in secondary mathematics classroom practice. ZDM, 55(2), 477-490. https://doi.org/10.1007/s11858-022-01431-w

BibTeX
@article{skilling2022,
  author = {Skilling, Karen and Stylianides, Gabriel J.},
  title = {Using vignettes to investigate mathematics teachers’ beliefs for promoting cognitive engagement in secondary mathematics classroom practice},
  year = {2022},
  journal = {ZDM},
  volume = {55},
  number = {2},
  pages = {477-490},
  publisher = {Springer Science+Business Media},
  doi = {10.1007/s11858-022-01431-w},
  language = {en}
}
RIS
TY  - JOUR
AU  - Skilling, Karen
AU  - Stylianides, Gabriel J.
TI  - Using vignettes to investigate mathematics teachers’ beliefs for promoting cognitive engagement in secondary mathematics classroom practice
PY  - 2022
JO  - ZDM
VL  - 55
IS  - 2
SP  - 477
EP  - 490
DO  - 10.1007/s11858-022-01431-w
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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