Applications of Research to Practice
Emotional Engagement in Mathematics Instruction: Implications for Participation, Equity, and Learning
Destini N. Braxton and Jonee Wilson
University of Virgina
Abstract
Research on student engagement has traditionally emphasized behavioral (dis)engagement while paying limited attention to students’ emotional experiences. In this study, we position emotional engagement as central to equitable mathematics instruction for diverse learners (e.g., students with disabilities, multilingual learners). Classroom vignettes illustrate how teachers' responses to students' emotions (e.g., frustration, anxiety, joy) shape classroom experiences (i.e., participation and belonging). Practice strategies and suggestions are provided to support emotionally responsive and equity-centered mathematics teaching.
Destini N. Braxton and Jonee Wilson
University of Virgina
Abstract
Research on student engagement has traditionally emphasized behavioral (dis)engagement while paying limited attention to students’ emotional experiences. In this study, we position emotional engagement as central to equitable mathematics instruction for diverse learners (e.g., students with disabilities, multilingual learners). Classroom vignettes illustrate how teachers' responses to students' emotions (e.g., frustration, anxiety, joy) shape classroom experiences (i.e., participation and belonging). Practice strategies and suggestions are provided to support emotionally responsive and equity-centered mathematics teaching.
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