Defining Student Engagement was authored by a group from the United States. The authors are: Hilary Kreisberg and Tina Cardone from Lesley University and Siobahn Mulligan, Julie Ward, and Katisha John from Cambridge Public Schools. The time and participation of the authors in developing this case study was funded by Biogen STAR Initiative.
The case study examines a lesson from Nuevo León, Mexico and focuses on:
- Selecting and designing problems to introduce new ideas.
- Building on previous ideas.
- Adapting problems to student thinking.
The video is made up of three different parts:
- Part 1: Students each had a card with a constant, linear, or quadratic term. The teacher engaged students in an activity using the cards. (00:11 – 05:11)
- Part 2: Students sang a song about the general quadratic formula. (05:11 – 09:11)
- Part 3: One student stood at the board and completed a problem which students had previously solved independently. (09: 11– 16:11)
The full case study is available in the attachments section. The comments on the video have been added by the OECD on behalf of the authors. The blue comments relate to the mathematics, the yellow comments to the teaching moves, and the brown comments are questions to consider. We invite you and your peers to add your own thoughts and comments on the video at different timestamps, or build on the ideas that are already there, in order to help foster a global exchange on mathematics teaching.
