Factors Influencing Student Engagement in Mathematics

We don't need more math apps in school 𝗪𝗵𝗮𝘁 𝘁𝗵𝗲 𝗿𝗲𝘀𝗲𝗮𝗿𝗰𝗵 𝘀𝗮𝘆𝘀  1/2 of middle and high schoolers say they’re bored in most math classes. 𝗧𝗵𝗲 𝗦𝘆𝘀𝘁𝗲𝗺’𝘀 𝗗𝗶𝗿𝘁𝘆 𝗦𝗲𝗰𝗿𝗲𝘁 Schools are drowning in math software, hoping the next app will magically boost engagement. But who are the kids who are tuning out the most? The ones with the most math apps. They’re actually asking for less tech and more relevance in math. 𝗧𝗵𝗲 𝗣𝗿𝗼𝗼𝗳  • 49% of students report losing interest in math during most lessons.  • 55% of the least engaged students want fewer online math activities.  • 54% of them want more real-world math problems. 𝗗𝗶𝗿𝗲𝗰𝘁 𝗤𝘂𝗼𝘁𝗲 “𝘛𝘩𝘦 𝘴𝘵𝘶𝘥𝘦𝘯𝘵𝘴 𝘸𝘩𝘰 𝘢𝘳𝘦 𝘵𝘩𝘦 𝘮𝘰𝘴𝘵 𝘱𝘳𝘰𝘯𝘦 𝘵𝘰 𝘥𝘪𝘴𝘦𝘯𝘨𝘢𝘨𝘦 𝘪𝘯 𝘮𝘢𝘵𝘩 𝘭𝘦𝘴𝘴𝘰𝘯𝘴 𝘸𝘢𝘯𝘵 𝘧𝘦𝘸𝘦𝘳 𝘰𝘯𝘭𝘪𝘯𝘦 𝘢𝘤𝘵𝘪𝘷𝘪𝘵𝘪𝘦𝘴 𝘢𝘯𝘥 𝘮𝘰𝘳𝘦 𝘳𝘦𝘢𝘭-𝘸𝘰𝘳𝘭𝘥 𝘢𝘱𝘱𝘭𝘪𝘤𝘢𝘵𝘪𝘰𝘯𝘴 𝘪𝘯 𝘵𝘩𝘦𝘪𝘳 𝘮𝘢𝘵𝘩 𝘤𝘭𝘢𝘴𝘴𝘦𝘴.”  — Schwartz et al., RAND, 2025 𝗧𝗵𝗲 𝗦𝗰𝗵𝗼𝗼𝗹 𝗼𝗳 𝗘𝗻𝘁𝗿𝗲𝗽𝗿𝗲𝗻𝗲𝘂𝗿𝗶𝗻𝗴 𝗩𝗶𝗲𝘄 At SoE, math is how students make a difference. ▪️ They model disease spread for a public health campaign. ▪️ They build a financial plan to help a local bakery understand its best products. It is math that is relevant and which fuels real impact. And that's what makes it stick. This is not about making it easier. Or providing another app.  It's about making it matter. 𝗣𝗮𝗿𝗲𝗻𝘁 𝗥𝗲𝗮𝗹𝗶𝘁𝘆 𝗖𝗵𝗲𝗰𝗸 ▪️ Your child doesn't dislike math because they don’t have the right math app. ▪️ They’re disengaged because they don’t see the point. ▪️ Schools keep buying software, but software doesn't create purpose. 𝗦𝗼𝘂𝗿𝗰𝗲 Students Lose Interest in Math: Findings from the American Youth Panel Heather L. Schwartz, Robert Bozick, Melissa Kay Diliberti, Sarah Ohls RAND Corporation, 2025

The HOW & WHY in teaching: 🔹 1. The Importance of "How" in Classroom Teaching "How" refers to the methods, strategies, and approaches used to teach content and engage students. ✅ Why "How" Matters: Promotes active learning: Students learn better through strategies like cooperative learning, project-based tasks, and real-world applications. Differentiates instruction: Adapting "how" you teach allows all students—including those with diverse needs—to access the curriculum. Encourages skill-building: Teaching how to think, solve problems, and collaborate prepares students for real life, not just exams. Supports curiosity and creativity: Engaging methods like flipped classrooms or inquiry-based learning invite students to explore. Example: Instead of lecturing about the water cycle, a teacher might use an experiment or a student-created model to show how it works. 🔹 2. The Importance of "Why" in Classroom Teaching "Why" refers to the purpose, relevance, and reasoning behind learning a topic or skill. ✅ Why "Why" Matters: Increases student motivation: When students understand the purpose of a lesson, they are more likely to engage with it. Develops critical thinking: Asking "Why?" encourages analysis, reasoning, and deeper comprehension. Connects learning to real life: It helps students see the relevance of academic content to their personal goals and the world around them. Empowers learners: Understanding the “why” behind tasks builds ownership and intrinsic motivation. Example: A math teacher explains, “We’re learning percentages because you’ll need them to manage your money and understand discounts when shopping.” 🔹 How “How” and “Why” Together Improve Student Engagement Aspect How Why Impact on Engagement Lesson Delivery Uses interactive tools, visuals, group work Clarifies the reason behind the topic Students participate more actively Class Discussions Encourages students to explain their thinking Prompts reflection on purpose Deepens learning and retention Assessment Includes performance tasks and self-assessment Shows value in progress and goals Builds motivation and confidence Student Voice Allows multiple ways to express understanding Respects student interests Makes learning meaningful 🔹 Practical Tips for Teachers Start lessons by explaining “why we’re learning this.” Use “how” strategies like think-pair-share, concept mapping, or gamification. Encourage students to ask "why" questions during discussions. Make cross-curricular and real-life connections explicit. Reflect at the end of lessons with questions like: Example: “How did we learn today?” and “Why is this important?

We’re facing a math achievement crisis, and we’ve gotten one big thing wrong. We’ve assumed that harder means better. That if kids are struggling, they’re learning. That pushing through frustration is proof of progress. But here’s the reality: If students are lost, they’re not retaining more. If they don’t have fluency with basic operations, they can’t engage with higher-order math. If we skip foundational understanding, we’re setting them up for failure later. The best math classrooms don’t just push harder concepts. They prepare students to handle them. Fluency comes first. Before students tackle multi-step problems, they need automaticity with basic operations. Not just memorization, but real understanding of patterns and relationships. Strong modeling matters. A great math teacher doesn’t just explain. They show their thinking in a way that makes sense and sticks. They ask students to process what they've seen modeled. Engagement drives retention. Kids learn best when they’re active participants, talking through problems, synthesizing what they've seen modeled, and having an opportunity to ask questions. Rigorous math isn’t about throwing kids into the deep end. It’s about making sure they have the skills to swim. Struggle doesn’t always equal success. If we want better results, we need to focus on fluency, modeling, and engagement first. If you're not training your teachers and leaders on all three of those, what's the plan to get started?

If we truly want to inspire children to engage in mathematics, We must first meet them where they are. This means connecting math to their stories, their culture, and the real-world issues they encounter every day. Too often, mathematics education exists in isolation, disconnected from students' lived experiences and the communities they call home. But when we bridge that gap, something powerful happens: students don't just learn math, they see themselves as mathematicians. Here's what this transformation looks like in practice: → Using local community data to teach statistics and probability → Exploring economic justice through algebraic thinking → Connecting geometry to cultural art and architecture → Analyzing social issues through mathematical modeling When students see their identities reflected in their learning, engagement, and achievement increases dramatically. Mathematics becomes more than computation; it becomes a tool for understanding and changing the world. In Teaching Mathematics for Social Justice, Grades K-12: A Guide for Moving From Mindset to Action, Dr. John Staley and I provide educators with practical frameworks to make this vision a reality. Why this approach matters now more than ever: Mathematics has always been political. The question isn't whether we should connect math to social issues; it's whether we'll be intentional about helping students use mathematical thinking to understand and address the challenges in their communities. When we teach mathematics as a tool for justice, we don't lower standards; we raise relevance. We don't simplify content, we amplify purpose. To my fellow mathematics educators and district leaders: How are you helping students see mathematics as a pathway to understanding and improving their world? Because when students understand that math is a powerful tool for justice, they don't just engage with it; they embrace it.

🎯 Why Students Avoid Participating — and How to Fix It 🎯 Silence in the classroom isn’t always a sign of focus. Many times, it’s a signal. Here are the common reasons students hold back—and practical fixes I’ve found helpful: 1️⃣ Fear of being wrong — Create a safe space where mistakes are seen as learning, not failure. 2️⃣ Lack of confidence — Use positive reinforcement and highlight small wins often. 3️⃣ Dominant voices — Balance participation by giving quiet students structured turns. 4️⃣ Cultural or language barriers — Offer multiple ways to share: writing, pair-talk, or digital tools. 5️⃣ Unclear expectations — Explain what “good participation” looks like and model it. 6️⃣ Low interest in topic — Connect lessons to real-life situations that matter to them. 7️⃣ Past negative experiences — Reset the tone with encouragement and patience. 8️⃣ Overly fast pace — Allow think-time before expecting answers. 9️⃣ Not feeling valued — Show genuine appreciation for every contribution, big or small. 🔟 Unmet personal needs — Sometimes, hunger, stress, or outside struggles block engagement. When we look deeper, silence stops being a wall and starts becoming a clue. The goal isn’t to force participation—it’s to build a classroom where students want to take part. 🌟 #Teaching #ClassroomManagement #StudentEngagement #ActiveLearning #Education #TeachersOfLinkedIn #EdChat #Motivation

🔍 Key Findings from PISA 2022 (Volume V): Learning Strategies and Attitudes for Life 👉 See: https://lnkd.in/dzxnMp4A 🎯 The OECD's latest report highlights the critical role of education systems in preparing students for lifelong learning. Here's what stands out: 🎓 Learning Strategies Matter ▪️Fewer than half of students frequently employ proactive learning strategies like asking questions or connecting new knowledge with existing concepts. ▪️Students using these strategies perform better, even after accounting for socio-economic disparities. 🌟 Motivation & Self-Belief Drive Success ▪️Intrinsic motivation (learning for joy) and self-efficacy (confidence in one’s abilities) predict higher engagement and better outcomes. ▪️However, socio-economic and gender gaps persist—advantaged students and girls report higher motivation but also higher anxiety in some domains, like mathematics. 🤝 Support Systems Are Crucial ▪️Teacher support is linked to a 15-point boost in mathematics scores. Yet, only 1 in 5 students reported receiving extra help when needed. ▪️Parental engagement enhances resilience and motivation, but involvement has declined since 2018. 📊 Vocational Education & Career Readiness ▪️VET students show stronger links between career clarity and effective learning strategies. ▪️Engagement with career guidance and research is associated with higher performance, emphasizing the need for informed pathways into the labor market. 💻 Navigating the Digital Era ▪️While most students feel confident using technology for learning, only 40% can reliably assess the credibility of online information. ▪️This gap highlights the urgent need for digital literacy education. 🌍 Economic Factors & Equity ▪️Economic deprivation impacts learning attitudes. Students facing food insecurity or working part-time report lower engagement in proactive strategies. ▪️Inclusive policies addressing these disparities are essential to fostering equity. 🚀 Call to Action for Educators & Policymakers: 📚 Policy and Curriculum Development ▪️Integrate learning strategies, such as critical thinking and self-directed learning, into curricula at all levels. ▪️Embed digital literacy and media evaluation skills as core competencies for the digital age. 👩🏫 Teacher Training and Support ▪️Provide ongoing professional development for teachers in innovative pedagogical practices, including cognitive activation and socio-emotional learning. ▪️Encourage teaching practices that foster curiosity, perspective-taking, and problem-solving skills. 🏫 Strengthening School-Home Partnerships ▪️Develop initiatives to enhance parental involvement in student learning, particularly for disadvantaged families. ▪️Promote teacher-parent communication through regular engagement and accessible tools. #Education #LifelongLearning #PISA2022 EU Employment & Skills Cedefop European Training Foundation OECD Education and Skills UNESCO-UNEVOC

𝗦𝘁𝗿𝗼𝗻𝗴 𝗺𝗮𝘁𝗵 𝗮𝗰𝗵𝗶𝗲𝘃𝗲𝗺𝗲𝗻𝘁 𝘀𝘁𝗮𝗿𝘁𝘀 𝘄𝗶𝘁𝗵 𝘀𝗼𝗺𝗲𝘁𝗵𝗶𝗻𝗴 𝗱𝗲𝗲𝗽𝗲𝗿 𝘁𝗵𝗮𝗻 𝘀𝘁𝗮𝗻𝗱𝗮𝗿𝗱𝘀. 𝗜𝘁 𝘀𝘁𝗮𝗿𝘁𝘀 𝘄𝗶𝘁𝗵 𝗶𝗱𝗲𝗻𝘁𝗶𝘁𝘆. Before students can master mathematics, they need to believe: “𝗜 𝗮𝗺 𝘀𝗼𝗺𝗲𝗼𝗻𝗲 𝘄𝗵𝗼 𝗰𝗮𝗻 𝗱𝗼 𝗺𝗮𝘁𝗵.” Too often, students do not disengage from math because they lack ability. They disengage because they have internalized the belief that math is only for the “smart kids.” That belief becomes a ceiling. 𝗛𝗲𝗿𝗲 𝗮𝗿𝗲 𝟭𝟬 𝘄𝗮𝘆𝘀 𝘁𝗼 𝗵𝗲𝗹𝗽 𝗱𝗲𝘃𝗲𝗹𝗼𝗽 𝗮 𝘀𝘁𝗿𝗼𝗻𝗴 𝗺𝗮𝘁𝗵 𝗶𝗱𝗲𝗻𝘁𝗶𝘁𝘆: 𝟭. 𝗡𝗼𝗿𝗺𝗮𝗹𝗶𝘇𝗲 𝗽𝗿𝗼𝗱𝘂𝗰𝘁𝗶𝘃𝗲 𝘀𝘁𝗿𝘂𝗴𝗴𝗹𝗲 ↳ Struggle should signal thinking, not failure. Confusion is often the first sign that learning is happening. 𝟮. 𝗖𝗲𝗹𝗲𝗯𝗿𝗮𝘁𝗲 𝗿𝗲𝗮𝘀𝗼𝗻𝗶𝗻𝗴, 𝗻𝗼𝘁 𝗷𝘂𝘀𝘁 𝗿𝗶𝗴𝗵𝘁 𝗮𝗻𝘀𝘄𝗲𝗿𝘀 ↳ Praise the process, the strategy, and the explanation, not only correctness. 𝟯. 𝗠𝗮𝗸𝗲 𝘀𝘁𝘂𝗱𝗲𝗻𝘁 𝘁𝗵𝗶𝗻𝗸𝗶𝗻𝗴 𝘃𝗶𝘀𝗶𝗯𝗹𝗲 ↳ Use student work, discourse routines, and multiple solution paths so students see that math is about thinking, not speed. 𝟰. 𝗨𝘀𝗲 𝗰𝘂𝗹𝘁𝘂𝗿𝗮𝗹𝗹𝘆 𝗿𝗲𝗹𝗲𝘃𝗮𝗻𝘁 𝗰𝗼𝗻𝘁𝗲𝘅𝘁𝘀 ↳ Students build stronger identity when math reflects their lives, communities, and lived experiences. 𝟱. 𝗖𝗿𝗲𝗮𝘁𝗲 𝗲𝗮𝗿𝗹𝘆 𝘄𝗶𝗻𝘀 ↳ Small moments of success build confidence, and confidence builds persistence. 𝟲. 𝗦𝗵𝗶𝗳𝘁 𝘁𝗵𝗲 𝗹𝗮𝗻𝗴𝘂𝗮𝗴𝗲 ↳ Replace “I’m not a math person” with “I’m still learning this.” 𝟳. 𝗣𝗼𝘀𝗶𝘁𝗶𝗼𝗻 𝗺𝗶𝘀𝘁𝗮𝗸𝗲𝘀 𝗮𝘀 𝗱𝗮𝘁𝗮 ↳ Mistakes should be treated as information, not evidence of inability. 𝟴. 𝗕𝘂𝗶𝗹𝗱 𝗼𝗽𝗽𝗼𝗿𝘁𝘂𝗻𝗶𝘁𝗶𝗲𝘀 𝗳𝗼𝗿 𝘀𝘁𝘂𝗱𝗲𝗻𝘁 𝘃𝗼𝗶𝗰𝗲 ↳ Students should regularly explain, defend, question, and refine their thinking. 𝟵. 𝗛𝗶𝗴𝗵𝗹𝗶𝗴𝗵𝘁 𝗴𝗿𝗼𝘄𝘁𝗵 𝗼𝘃𝗲𝗿 𝗰𝗼𝗺𝗽𝗮𝗿𝗶𝘀𝗼𝗻 ↳ Focus on progress from where a student started, not how they compare to peers. 𝟭𝟬. 𝗥𝗲𝗳𝗹𝗲𝗰𝘁 𝗶𝗱𝗲𝗻𝘁𝗶𝘁𝘆 𝗯𝗮𝗰𝗸 𝘁𝗼 𝘀𝘁𝘂𝗱𝗲𝗻𝘁𝘀 ↳ Tell students what you notice:  “You’re thinking like a mathematician.” “That was strong reasoning.” “You persevered through that problem.” Strong math classrooms do not just build skills. They build belief. And belief changes outcomes. What is one way you help students develop a strong math identity? Drop it in the comments. __________________ ♻️ Repost if you believe math identity is foundational to achievement. ➕ Follow for practical strategies on math instruction, coaching, and leadership systems. 📬 Join my newsletter The 3-1-4 for actionable insights on improving math outcomes. Link in the comments. __________________ Hi, I’m Dwight Williams. A proud first-gen everything, and I help schools and districts strengthen math instruction through coaching, curriculum support, and data-informed systems that drive student confidence and achievement. 👍🏿 Like | 🔔 Follow | 💬 Comment | 🔁 Repost

Today, I would like to share an AI SoTL paper entitled, “Generative AI in the classroom: Effects of context-personalized learning material and tasks on motivation and performance” by Tasdelen and Bodemer (2025) (https://lnkd.in/eWQQh9Dy ).    This paper provides evidence that AI can improve student motivation and learning performance when used intentionally within instruction.  Conducted during regular primary-school mathematics classes in Germany, this study employed a rigorous 2×2 mixed experimental design (N = 114), comparing AI-generated context-personalized learning materials and tasks tailored to students’ individual interests with standard, non-personalized materials. Using large language models to embed math problems within personally meaningful contexts (sports teams, animals, games, stories), the researchers tested whether personalization at scale could overcome long-standing motivational challenges in classrooms. The results were statistically robust. Students who received AI-generated, context-personalized materials and tasks demonstrated significantly higher intrinsic motivation, greater situational interest, and stronger learning performance than peers working with standard materials. Context-personalized tasks, in particular, produced large effects on engagement and post-test performance, with students solving more problems correctly and reporting greater enjoyment. Importantly, 85% of students indicated a preference for personalized tasks and a willingness to reengage with them, suggesting sustained motivational benefits beyond novelty. The study is theoretically grounded in interest theory and self-determination theory, showing how AI-enabled personalization supports autonomy, competence, and relevance key drivers of intrinsic motivation. Rather than simplifying tasks or reducing cognitive demand, the AI system reframed academic content in meaningful contexts, helping students build situational models, activate prior knowledge, and maintain engagement. This research demonstrates that AI’s potential pedagogical value is not automation or efficiency alone, but its ability to scale high-quality personalization. When aligned with learning theory and instructional goals, AI can meaningfully enhance motivation and learning outcomes in authentic classroom settings. Reference Tasdelen, O., & Bodemer, D. (2025). Generative AI in the classroom: Effects of context-personalized learning material and tasks on motivation and performance. International Journal of Artificial Intelligence in Education.

Rethinking “Engagement” — Evidence-Backed, Not Opinion We often label learners as “disengaged” when what they really are is overwhelmed. There’s solid research showing that engagement isn’t one single thing — it’s cognitive (investment in learning), behavioral (active participation), and emotional (interest and belonging). These dimensions interact and matter for outcomes. 📌 Cognitive engagement reflects how deeply students think about material and apply strategies to learn — not just whether they’re “paying attention.” 📌 Emotional engagement is tied to students’ feelings about learning and correlates with academic achievement and satisfaction. 📌 Behavioral engagement — attendance, participation, effort — remains important too, especially in formal learning contexts. Critically, when cognitive load is too high — meaning students are presented with more information than their working memory can process — engagement drops and performance suffers. This is well-established in Cognitive Load Theory according to the Medical College of Wisconsin Instead of asking “Why aren’t students engaged?”, a more useful question might be: ➡️ What barriers exist right now that are creating unnecessary cognitive burden? How can we remove them so students can focus on what actually matters? Because engagement isn’t about adding more tasks or activities — it’s about clarity of purpose, psychological safety, and cognitive space to think. Focus isn’t extra work — it’s respect for the learner. #EducationResearch #StudentEngagement #CognitiveLoad #LearningDesign #InstructionalLeadership #TeachingPractice #EducationalPsychology #Motivation #ClassroomInsights #EvidenceBasedEducation