Cognitive engagement in mathematics learning: Identifying transitions in engagement in large and small group learning
Miitta Järvinen, Sami Lehesvuori, Antti Vuoriainen, Janne Roslöf, Joni Lämsä, Lauri Kettunen, Raija Hämäläinen
Source abstract
Abstract Background Active learning and student engagement are recognized as essential in engineering education and mathematics learning. Research is needed to reveal how different practices and events in university mathematics classrooms promote students' cognitive engagement to identify good practices for enhancing engagement. Purpose This study aimed to identify transitions in student cognitive engagement and how different classroom events precede transitions into higher cognitive engagement modes in large and small group learning settings in university mathematics classrooms. Design Students' cognitive engagement was coded according to the interactive‐constructive‐active‐passive (ICAP) theory to understand students' overall engagement in real time, and transitions from lower to higher cognitive engagement modes were qualitatively analyzed. The video data were collected in an introductory mathematics course part of an engineering program. Participants were first‐year software engineering students. Results In the large group setting, transitions into active and constructive modes were the most represented. In particular, the teacher's prompts preceded students' transitions into higher engagement modes. In the small group setting, transitions into active and interactive modes were the most represented, and the role of classmates' prompts was highlighted in transitions into higher modes. Interactive engagement was prompted mostly by classmates' prompts or students' own initiatives. Conclusions Different learning settings have special characteristics when it comes to enhancing students' cognitive engagement. Findings indicate that teachers' constructive prompts and classroom organization contribute significantly to transitions in student engagement in the large group setting. In the small group setting, classmates' prompts were emphasized in promoting transitions, especially into the interactive level.
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