Positively Influencing Student Engagement and Attitude in Mathematics Through an Instructional Intervention Using Reform Mathematics Principles

Student engagement in their own learning of mathematics, and student attitudes towards mathematics are key dimensions of learning. This mixed methods study examined the impact of a classroom intervention based on the principles of reform mathematics (i.e., active student involvement, hands-on, real-world connections, use of manipulatives and technology, extensive use of student groups), on student engagement and student attitudes, in three Grade 10 mathematics classrooms in Ontario, Canada. Statistically significant effects were found for both the students’ engagement and attitudes. The implications for pedagogy and policy indicated that the efficacy of reform mathematics principles influenced the students’ affective dimensions in mathematics learning.

Posing Problems from Children's Literature

One of the most important principles in reform mathematics is allowing students to be challenged by mathematics problems (Hiebert et al. 1996). Historically, mathematical problems have required students to apply a known procedure to produce an expected answer. The National Council of Teachers of Mathematics (NCTM 2000) has called for changes in the problems that are typically posed to students, asserting that such problems should instead require students to reason, communicate, represent, problem solve, and make mathematical connections. Posing open-ended, extendable problems allows students to construct their own mathematical learning and understanding by building on previous experiences and making connections among topics and disciplines.