PROCEEDINGS OF THE 22ND ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2019
Oklahoma City, Oklahoma
Student engagement in a post-secondary developmental mathematics class
Page: 1107
I report on the first stage of my dissertation project which sought to understand engagement in a Precalculus course at a four-year public university. Breaching instructional activities, student interviews, and classroom recordings were used to study the development of several sociological and psychological constructs to help characterize students’ engagement. Despite the instructor’s attempts to negotiate productive norms, data analysis shows that some students’ detrimental practices and beliefs remained unchanged or were even supported by the course. I examine the roots and consequences of this phenomenon.