Creating Context for Engagement in Mathematics Classroom Task

Abstract

This study explores the associations between mathematics
teachers' presentation of classroom tasks and students' subsequent
engagement in those tasks. Data were obtained from 200 randomly
selected grade ten students in Ghion Secondary School (Bahir Dar
town). Index of students’ self-report of task engagement in
mathematics was measured by employing student engagement scale.
Chi -square test suggested that the degree to which the teacher
presents the task as likely to be interesting, challenging, or worthwhile
as a whole made no difference, one way or the other, to affect student
engagement in classroom tasks. The educational implications that
help to promote effective classroom learning are forwarded.