Teacher Positioning, Student Engagement, and Mathematics Identity Development in Online Mathematics Classrooms

What is it about?

This study examines how teacher roles and power dynamics affect student engagement and the development of math identity in online classrooms. It finds that teachers often hold too much authority, which can limit student participation and independence. By promoting more collaborative approaches and involving students in decision-making, teachers can foster better engagement and help students build a positive relationship with math. The research highlights the importance of balancing power in online education to support students' growth and confidence in learning.

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Why is it important?

This study is important because it addresses the growing need for effective teaching strategies in online classrooms, especially in subjects like math. In online settings, students may struggle with engagement and developing a strong sense of confidence in math. The research emphasizes that teachers can improve this by sharing decision-making power with students and creating a more interactive learning environment. By doing so, students are more likely to feel connected, empowered, and confident in their abilities, which can lead to better learning outcomes.

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