Creating Context for Engagement in Mathematics Classroom Task

Abstract

 This study explores the associations between mathematics teachers' presentation of classroom tasks and students' subsequent engagement in those tasks. Data were obtained from 200 randomly selected grade ten students in Ghion Secondary School (Bahir Dar town). Index of students’ self-report of task engagement in mathematics was measured by employing student engagement scale. Chi -square test suggested that the degree to which the teacher presents the task as likely to be interesting, challenging, or worthwhile as a whole made no difference, one way or the other, to affect student engagement in classroom tasks. The educational implications that help to promote effective classroom learning are forwarded.