Identifying cognitive engagement in the mathematics classroom

By S. Helme, David Clarke. 2001

230 citations recorded by the source corpus.

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Robotics to promote elementary education pre-service teachers' STEM engagement, learning, and teaching (2015, methodology): “To record cognitive engagement, we used the indicators of cognitive engagement from Helme and Clarke (2001).”
Exploring Engagement in Tasks in the Language Classroom (2016, background): “Cognitive engagement involves processes such as sustained attention and mental effort (Helme & Clarke, 2001), often including self-regulation strategies.”
Learner-generated content and engagement in second language task performance (2017, background): “Cognitive engagement is described by Helme and Clarke (2001) as sustained attention and mental effort.”
Student engagement scale: development, reliability and validity1 (2015, background): “…emotional and behavioural aspects, together with the dimensions of academic, psychological and social engagement, or with various combinations of all (Appleton et al. 2006; Finn, Pannozzo, and Achilles 2003; Fredricks, Blumenfeld, and Paris 2004; Furrer and Skinner 2003; Helme and Clarke 2001).”
The Measurement of Student Engagement: A Comparative Analysis of Various Methods and Student Self-report Instruments (2012, background): “Furthermore, Helme and Clarke ( 2001 ) observed math classes for indicators of cognitive engagement such as self-monitoring, exchanging ideas, giving directions, and justifying answers.”