Abstract
Cognitive engagement (including self-regulation) is crucial for promoting student learning, but research suggests that teacher beliefs about cognitive engagement are less refined than their beliefs about other kinds of engagement. We used surveys and interviews from 40 teachers across 8 secondary schools to investigate teacher beliefs and practices that the teachers report using to promote cognitive engagement in their classes. Participants responded to questions about two fictitious teacher scenarios. About half of them identified with Teacher A, believing in the importance of completing practice questions and providing students with a list of revision topics. Those who identified with Teacher B favoured encouraging students to self-assess their competency, monitor their progress, and develop individual revision plans.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the Ninth Conference of the European Society for Research in Mathematics Education (CERME9, 4-8 February 2015) |
| Place of Publication | Prague, Czech Republic |
| Publisher | Ninth Conference of the European Society for Research in Mathematics Education (CERME9 |
| Pages | 1280-1286 |
| Number of pages | 7 |
| Publication status | Published - 4 Feb 2015 |
Keywords
- cognitive engagement, self-regulation, mathematics