Perceptions, Pedagogies, and Practices: Teacher Perspectives of Student Engagement in Grade 9 Applied Mathematics Classrooms

This study investigates the teaching practices that three Grade 9 Applied Mathematics teachers use to increase student engagement and enhance student learning. Specifically, the study examines the factors within social and academic domains that teachers used to increase student engagement. Qualitative data were collected in the form of teacher interviews, classroom observations and teacher journals.;The evidence from the study shows that all three teachers were cognizant of attributes of their early adolescent learners as the teachers sought to increase student engagement in their Grade 9 Applied Mathematics classes. Six major findings as suggested by the case studies can be summarized as follows: (1) developing student self-confidence is a critical component of increasing student engagement for early adolescent learners; (2) teachers may focus on one domain more than the other as a result of their personal comfort with that domain; (3) domains for student engagement and the factors found within these domains are not independent; (4) the Ontario Ministry of Education's TIPS4RM resource is an effective way to increase student engagement; (5) technology is also an effective and relevant way to increase student engagement; and (6) the use of a framework for student achievement may support teachers efforts to increase student engagement.;Implications from this study suggest that teachers should consider a variety of factors to increase student engagement in the Grade 9 Applied Mathematics class. Teachers can consider characteristics of their early adolescent learners, and factors for social and academic engagement. Teachers will favour approaches that parallel their personality and values and efforts in one factor may support another factor of student engagement. Suggestions for areas of further research are included at the end of the study.