id: 06664358
dt: j
an: 2016f.00171
au: Kosko, Karl W.
ti: Geometry students’ self-determination and their engagement in
mathematical whole class discussion.
so: Investig. Math. Learn. 8, No. 2, 17-36 (2016).
py: 2016
pu: Research Council on Mathematics Learning (RCML), Memphis, TN; Taylor \&
Francis (Routledge), Philadelphia, PA
la: EN
cc: C20 C50 D40 C70
ut: geometry; self determination; learner engagement; whole-class discussion
ci:
li: doi:10.1080/24727466.2015.11790349
ab: Summary: Prevalent characteristics of effective mathematical discourse in
the literature include student autonomy, a positive social environment,
and a degree of perceived mathematical competence. These
characteristics are also found in Self-Determination Theory (SDT),
which posits that actions are self-regulated when students’ autonomy,
competence, and social relatedness are fulfilled. Utilizing SDT as an
additional lens for examining student engagement in whole class
discussions, this study examined high school students’ observed
discourse actions and mathematical talk in the context of their
self-reported psychological needs of autonomy, competence and
relatedness. Results suggest that students’ perceived needs
correspond with their engagement in making mathematical statements in
the context of classroom mathematical discussions. However, students
who lack in one or more need can be supported by participation of peers
with more fulfilled needs.
rv: