An evolving framework for describing student engagement in classroom activities

Ames, 1992, Classrooms: Goals, structures, and student motivation, Journal of Educational Psychology, 84, 261, 10.1037/0022-0663.84.3.261 Azevedo, F. S. (1998). Inventing Mapping: Meta-representational competence for spatially distributed data. Paper presented at the Annual Meeting of the American Education Research Association, San Diego, CA. Azevedo, 2000, Designing representations of terrain: A study in meta-representational competence, Journal of Mathematical Behavior, 19, 443, 10.1016/S0732-3123(01)00053-0 Azevedo, 2006, Personal excursions: Investigating the dynamics of student engagement, International Journal of Computers for Mathematical Learning, 11, 57, 10.1007/s10758-006-0007-6 Ball, 2000, Making believe: The collective construction of public mathematical knowledge in the elementary classroom, 193 Blumenfeld, 2006, Motivation and cognitive engagement in learning environments, 475 Blumenfeld, 1991, Motivating project-based learning: Sustaining the doing, supporting the learning, Educational Psychologist, 26, 369, 10.1080/00461520.1991.9653139 Brown, 1996, Psychological theory and the design of innovative learning environments: On procedures, principles and systems, 289 Cobb, 2001, Participating in classroom mathematical practices, The Journal of the Learning Sciences, 10, 113, 10.1207/S15327809JLS10-1-2_6 Collins, 1995, Design issues for learning environments, 347 Csikszentmihalyi, 1988, The flow experience and its significance for human psychology, 15 Csikszentmihalyi, 1990 diSessa, 2002, Students’ criteria for representational adequacy, 105 diSessa, 1999, Meta-representation: Native competence and targets for instruction diSessa, 1991, Inventing Graphing: Meta-representational expertise in children, Journal of Mathematical Behavior, 10, 117 diSessa, 1998, Cultivating conceptual change with benchmark lessons, 155 diSessa, 2000, Meta-representation: An introduction, Journal of Mathematical Behavior, 19, 385, 10.1016/S0732-3123(01)00051-7 Dweck, 1999 Edelson, 2004, The interest-driven learning design framework: Motivating learning through usefulness, 166 Engeström, 1999, Activity theory and individual and social transformation, 19 Engle, 2002, Guiding principles for fostering productive disciplinary engagement: Explaining an emergent argument in a community of learners classroom, Cognition and Instruction, 20, 399, 10.1207/S1532690XCI2004_1 Friedman, 1999, What students should know about technology: The case of scientific visualization, Journal of Science Education and Technology, 8, 10.1023/A:1009404212653 Granados, 2000, Constructing intersubjectivity in representational design activities, Journal of Mathematical Behavior, 19, 503, 10.1016/S0732-3123(01)00055-4 Greeno, 1997, Practicing representation: Learning with and about representational forms, Phi Delta Kappan, 78, 361 Greeno, 1998, The situativity of knowing, learning, and research, American Psychologist, 53, 5, 10.1037/0003-066X.53.1.5 Gresalfi, 2009, Taking up opportunities to learn: Constructing dispositions in mathematics classrooms, The Journal of the Learning Sciences, 18, 327, 10.1080/10508400903013470 Hall, 1995, Making space: A comparison of mathematical work in school and professional design practice, 118 Hidi, 2000, Motivating the academically unmotivated: A critical issue for the 21st century, Review of Educational Research, 70, 151, 10.3102/00346543070002151 Hidi, 2006, The four-phase model of interest development, Educational Psychologist, 4, 111, 10.1207/s15326985ep4102_4 Hoffmann, 2002, Promoting girls’ interest and achievement in physics classes for beginners, Learning and Instruction, 12, 447, 10.1016/S0959-4752(01)00010-X Janvier, 1987 Latour, 1986 Lepper, 1992, A desire to be taught: Instructional consequences of intrinsic motivation, Motivation and Emotion, 16, 187, 10.1007/BF00991651 Madanes, R. (1997). Teaching through discussion: Using critical moves and support moves. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL. Maher, 2009 Maher, 2009, Representations as tools for building arguments Meira, 1995, The microevolution of mathematical representations in children's activities, Cognition and Instruction, 13, 269, 10.1207/s1532690xci1302_5 Minstrell, 1989, Teaching science for understanding, 129 Newman, 1992, The significance and sources of student engagement, 11 Puntambekar, 2005, Toward implementing distributed scaffolding: Helping students learn science through design, Journal of Research in Science Teaching, 42, 185, 10.1002/tea.20048 Renninger, 2004, The centrality of culture and community to participant learning at and with the Math Forum, 181 Resnick, 1996, Toward a practice of constructional design, 161 Rigby, 1992, Beyond the intrinsic–extrinsic dichotomy: Self-determination in motivation and learning, Motivation and Emotion, 16, 165, 10.1007/BF00991650 Schoenfeld, 1989, Explorations of students’ mathematical beliefs and behavior, Journal for Research in Mathematics Education, 20, 338, 10.2307/749440 Sherin, B. (1997). The elements of representational design. Paper presented at the Annual Meeting of the American Association for Educational Research, Chicago, IL. Sherin, 2000, How students invent representations of motion: A genetic account, Journal of Mathematical Behavior, 19, 399, 10.1016/S0732-3123(01)00052-9 Sherin, 2005, Exploration zones: A framework for describing the emergent structure of learning activities, 329 Speiser, 2009, Representing motion: An experiment in learning, Journal of Mathematical Behavior, 22, 1, 10.1016/S0732-3123(03)00002-6 Stein, 2008, Orchestrating productive mathematical discussions: Five practices for helping teachers move beyond show and tell, Mathematical Thinking and Learning, 10, 313, 10.1080/10986060802229675 Tufte, 1990 Willats, 1985, Drawing systems revisited: The role of denotation systems in children's figure drawings, 374 Willats, 1997 Yackel, 1996, Sociomathematical norms, argumentation, and autonomy in Mathematics, Journal for Research in Mathematics Education, 27, 458, 10.2307/749877 Yankelewitz, 2010, A task that elicits reasoning: A dual analysis, Journal of Mathematical Behavior, 29, 76, 10.1016/j.jmathb.2010.02.002