Annotated Bibliography

Skilling, Karen, et al. “What secondary teachers think and do about student engagement in 

    Mathematics.” Mathematics Education Research Journal, vol. 28, no. 4, 5 Nov. 2016, pp. 545–

    566, https://doi.org/10.1007/s13394-016-0179-x. 

    This article offers insight onto teacher’s perceptions regarding student disengagement. If we as teachers     cannot accurately pinpoint where or why our students are disengaged, we won’t be able to help them be     engaged in our classrooms. 

Brantlinger, Andrew. “Critical mathematics discourse in a high school classroom: Examining patterns of 

    student engagement and resistance.” Educational Studies in Mathematics, vol. 85, no. 2, 18 Aug. 

    2013, pp. 201–220, https://doi.org/10.1007/s10649-013-9506-2. 

    

    Often there are reasons outside the classroom contributing to why students are not engaged inside the        classroom. This article offers an alternative method of teaching mathematics that can potentially reach       students who are the least engaged. 

Nielsen, L., Skovsmose, O. “Critical Mathematics Education.” International Handbook of Mathematics

    Education, vol. 4, 1996, pp. 1257-1288, https://doi.org/10.1007/978-94-009-1465-0.

    Based on the last article I needed to find more information on the origins of Critical Mathematics               Education. Chapter 35 in this book offers an overview of Critical Mathematics education as well as a        detailed analysis of the concept.

Uekawa, Kazuaki, et al. “Student Engagement in U.S. Urban High School Mathematics and Science Class- 

    rooms: Findings on Social Organization, Race, and Ethnicity.” The Urban Review, vol. 39, no. 1, 

    March 2007, pp. 1-43, https://doi.org/10.1007/s11256-006-0039-1.

    This formalized study gives factual evidence based on statistical research on student perceptions of            classroom activities. The authors describe how various factors affect student engagement and how            different students respond to different kinds of activities. 

Shernoff, David, et al. “Student Engagement in High School Classrooms from the Perspective of Flow 

    Theory.” School Psychology Quarterly, vol. 18, no. 2, 2003, pp. 158-176.

    Mihaly Csikszentmihalyi, who is also an author on this paper conceptualized an important phenomenon     by the name of “flow theory”. “Flow” is an important factor in the journey of student engagement and        this paper presents research-based evidence on what helps students get into “flow”.

Kohn, Alfie. “Is It Enough for Learners to Be “Engaged?” https://www.alfiekohn.org/blogs/engagement/. 

    Accessed 16 Nov. 2024

    Kohn challenges our understanding of engagement in this insightful article he wrote and posted on his        website. He highlights the important role of student motivation and objectives and compares it to the        shallow idea of mental focus. 

Walther, Erika. “A Fresh Approach to Supporting Students Who Are Disengaged and Task-Avoidant.”        

    Truth For Teachers, 16 Feb. 2023, truthforteachers.com/supporting-disengaged-task-avoidant-

    students/. 

    This concise and easy-to-read guide on how to help students that are disengaged provides both reasons     for disengagement as well as how to approach them as teachers. 

Lei, Hao, et al. “Relationships Between Student Engagement and Academic Achievement: A Meta-

    Analysis.” Social Behavior and Personality, vol. 46, no. 3, 2018, pp. 517-528

    This article analyzes aggregate research on the correlation between student engagement and academic        success. Since there are arguments on both the positive and negative, this extensive study is important        in showing how there is a positive correlation between the two. 

Gunjuc, Selim. “The Relationships Between Student Engagement and Their Academic Achievement.” 

    International Journal on New Trends in Education and Their Implications, vol. 5, no. 4, 2014, pp. 

    199-214.

    This article studied 304 students to test the correlation between student engagement and student                achievement. Importantly, it examined the factors of cognitive engagement, behavioural engagement        and sense of belonging.