Identifying cognitive engagement in the mathematics classroom
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Indicators of cognitive engagement in collaborative activities include questioning, completing peer utterances, exchanging ideas, making evaluative comments, giving directions, explanations, or information, justifying an argument, and making gestures and facial expressions.
“Helme and Clarke (2001) identified a range of indicators of cognitive engagement in collaborative activities, including questioning; completing peer utterances; exchanging ideas; making evaluative comments; giving directions, explanations, or information; justifying an argument; and making gestures and facial expressions.”
From Exploring Engagement in Tasks in the Language Classroom (2016) · cites this paper as Helme and Clarke (2001)
Research in mainstream classrooms has found different sets of indicators of cognitive engagement for different curriculum areas, including mathematics and reading.
“Research conducted in mainstream classrooms has already found different sets of indicators of cognitive engagement for different curriculum areas including mathematics (Helme & Clarke, 2001) and reading (Guthrie, Wigfield, & You, 2012).”
From Exploring Engagement in Tasks in the Language Classroom (2016) · cites this paper as Helme & Clarke, 2001
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Sulaiman, M. A. A., & Thakur, V. S. (2022) · Arab World English Journal · doi:10.24093/awej/vol13no1.3 · Cited by 9 · see citing works
- Authors
- Helme, S., & Clarke, D.
- Affiliations
- The University of Melbourne (AU)
- ORCID
- Clarke, David
- Venue
- Mathematics Education Research Journal
- Published
- 2001-09
- Volume
- 13
- Issue
- 2
- Pages
- 133-153
- ISSN
- 1033-2170 (ISSN-L)
- 2211-050X
- OpenAlex
- W1970461377
- Cited by
- 242
- References
- 30
- Citations by year
- 2026: 18 · 2025: 25 · 2024: 24 · 2023: 23 · 2022: 28 · 2021: 21 · 2020: 10 · 2019: 15 · 2018: 10 · 2017: 4 · 2016: 8 · 2015: 9 · 2014: 9 · 2013: 9 · 2012: 10
- FWCI
- 6.09
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Mathematics Education Research Journal (publishedVersion)
- Funders
- Australian Research Council
- Topics
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Physical Sciences › Mathematics › Applied Mathematics › Mathematics Education and Pedagogy
- Keywords
- cognitive engagement, mathematics classroom, student engagement, linguistic indicators, behavioural indicators, classroom situation, mathematical tasks
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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