Sustained engagement in mathematics for elementary school learners: A narrative study of the relationship between classroom practices and incidence of flow learning situations for third- and fifth -grade gifted mathematics learners, or, Traveling from Veg

This narrative study applied Mihalyi Csikszentmihalyi's conditions that support flow learning experiences to mathematics learning among elementary-age learners identified as gifted. The research was grounded in Csikszentmihalyi's Emergent Motivation Theory, which describes conditions for intrinsically motivated learning. The study examined two questions: What specific conditions conducive to flow are critical for flow in mathematics learning and what reforms schools might consider to support those needs.;Data for this study was gathered through observation, interviews, teaching logs, student response sheets, and focus groups. The study suggested that cooperation is imperative between teachers and administrators in providing the conditions in classrooms that lead to flow learning. Students need adults to model flow learning for them, as there is evidence for most children, the authority in the mathematics classroom resides totally with the teacher (Lappan & Schramm, 1989).;To develop a classroom culture supportive of flow learning, teachers need administrators to provide flexible schedules and value risk taking for the teachers as well as for the students. Professional development for teachers and reform in mathematics teachers educations also would lead to support for flow learning in the classroom because there is evidence that teachers' mathematics subject matter knowledge limits their willingness and readiness to be involved with advances topics in mathematics (Ma, 1999; Schiflter, 2001).;Preliminary research for this study provided evidence that third and fifth grade students could identify and describe flow learning experiences for activities other than mathematics, but few could recognize flow engagement for mathematics. At the conclusion of the research, the student participants were confident in their ability to isolate and discuss factors that contribute to intrinsically motivated elementary learning and benefits of that learning for students.