Switching On and Switching Off in Mathematics: Perceptions of Middle School Students Engagement in Mathematics

Mathematical performances on assessments have declined in urban districts. As early as 6th grade, students can be identified as disengaged (Martin et al., 2012) and less likely to become productive members of the adult society (Stefanakis, 2011). They become discouraged, believing they cannot do the work. The researcher, therefore, determined there was a need to describe mathematics engagement at the middle school level. Based on the researcher's experience in high school she believed that waiting for high school was too late. Engagement or 'switching on' is demonstrating positive behaviors and cognitive abilities to make meaning and sense of mathematics (Martin, et al., 2012; Pintrich, 2003). Disengagement or 'switching off' is the process of disconnecting from school, reducing efforts in mathematics classrooms.;The study was a sequential mixed methods descriptive study. Middle school students (N = 165) at Brightwood, a K-8 urban school, were surveyed using Martin's (2003) Motivational and Educational Scale (MES). Quantitative data from a set of 44 questions were used to calculate MES scores for booster thoughts: self-belief, valuing, learning focus, planning, task management, persistence; mufflers: anxiety, uncertain control, failure avoidance; and guzzlers: disengagement and self-sabotage. Mufflers and guzzlers inhibit student engagement. A qualitative study of 13 8th graders who scored the highest in mufflers and guzzlers, and identified as the most disengaged in mathematics, was conducted. Observations and interviews were used to capture student voices.;Findings of survey results indicated that 7th grade students were more engaged (higher boosters/lower guzzlers and mufflers). There was a considerable drop in boosters and a rise in guzzlers and mufflers in 8 th grade. Student voices from case study participants described how guzzlers and mufflers determined their disengagement in mathematics. Low perceptions of middle school students' mathematical abilities are a rising concern and identified need for further research. Students identified as "switching off" need intervention plans so that they can recapture their beliefs, values and learning focus in mathematics. Changes in classroom practices, service to families and increased leadership in schools to support mathematics is needed, with the will to listen to student voices and act.