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The method supports classroom observation and analysis by capturing immediate affective and cognitive responses, including interest, enjoyment, self-regulation, effort, and emotional valence. An online survey design is developed and validated through a study of more than 1,000 U.S. secondary mathematics students, and implications are discussed for future research on engagement during mathematics instruction.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/assessing-mathematics-engagement-in-the-moment/585948/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/assessing-mathematics-engagement-in-the-moment/585948.png","ImageObject",300,407,{"name":92,"@type":93},"Jordan Avery","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does “engagement in the moment” mean in this paper?","Question",{"text":112,"@type":113},"It refers to students’ productive work, deep thinking, valuing and enjoying learning, and their support for one another during mathematics learning. These dimensions are tied to psychological constructs such as interest, enjoyment, self-regulation, effort, and emotional valence.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why do standard surveys struggle to measure engagement experienced in the moment?",{"text":117,"@type":113},"Standard surveys take too much time and engagement is multidimensional, so probing beliefs, emotions, and behaviors during learning with fidelity requires many survey items. The paper argues this limits effectiveness for moment-by-moment assessment.",{"name":119,"@type":110,"acceptedAnswer":120},"What approach does the paper use to assess engagement quickly?",{"text":121,"@type":113},"It uses Experience Sampling Methods (ESM), typically a very short survey (about 2–5 minutes) delivered at random or after specific lesson or task events. This captures students’ immediate responses to their experiences.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},585948,1792231915,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},1099523882367,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","ASSESSING MATHEMATICS ENGAGEMENT IN THE MOMENT  \nJames A. Middleton Arizona State University [jimbo@asu.edu](jimbo@asu.edu)  \nAdi Wiezel Elon University [awiezel1@asu.edu](awiezel1@asu.edu)  \nMandy Jansen University of Delaware [jansen@udel.edu](jansen@udel.edu)  \nEngagement can be described as students’ tendency to work productively, think deeply, enjoy and value their learning, and to support each other in the process of learning (ZDM article). Each of these dimensions can be indexed by a variety ofpsychologically validated constructs such as interest and enjoyment, self-regulation, effort, emotional valence and object. The purpose of this paper is to describe a method of assessment that takes under 5 minutes to administer as students are learning mathematics concepts or shortly thereafter in the context of classroom observation and analysis of practices that may support productive engagement. A description of an online survey, its development and psychometric properties assessed in a study of over 1,000 secondary mathematics students in the US is presented, and implications for research on task-level engagement in mathematics classrooms is discussed.  \nKeywords: Engagement, Emotions, Affect, Assessment  \nIntroduction  \nThe engagement in, and motivation to continue, mathematics has consistently been shown to decrease as students move through compulsory education (Collie et al., 2019) . Such engagement is also complex, psychologically, and socially, involving the coordination of memories of prior math experiences, with the social and cognitive characteristics of mathematics tasks and practices interpreted through affective and motivational responses (Fredricks, 2011; Middleton, Jansen, & Goldin, 2017) . Moreover, the supportive features of classrooms, in the form of social relationships among learners and their teachers and peers has been shown to be related to different forms of engagement, sometimes enhancing and sometimes diminishing one feature in favor of another (Reindl et al., 2015; Strati et al., 2017). It is generally assumed that aspects of long-term engagement are impacted by the patterns of engagement students experience over time in mathematics tasks and activities. A classic example is the development of personal interest in mathematics from situational interest (Hidi & Reninger, 2016) . These aspects of engagement become particularly salient in times of social transition, for example, in the transition from middle to high school mathematics, where one’s peer group, level of mathematical rigor and class norms may change substantially (Middleton, Mangu & Lee, 2017) .  \nThe larger body of literature on engagement characterizes it as four related dimensions involving affective, cognitive, behavioral, and social facets (e.g., Wang, et al., 2016; RimmKaufman, et al., 2015). Affective engagement consists of the immediate emotional responses to aspects of a learning environment (Fredricks, Blumenfeld, & Paris, 2004), as well as the metaaffective re-evaluations ofthose responses (e.g., Goldin, 2014; Goldin, 2002) . Cognitive engagement can be thought of as students expending effort on coordinating prior information with current information (Middleton, Jansen, & Goldin, 2017). Behavioral engagement is the productive behavior that students engage in in a math environment (Rimm-Kaufman, Bardoody, Larsen, Curby, & Abry, 2015). Finally, social engagement involves the nature of interpersonal relationships and interactions ina math classroom (Wang, Fredricks, Ye, Hofkens, and Lin, 2015). This includes the quality of the  \nLamberg, T., & Moss, D. (2023). Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 2). University of Nevada, Reno.  \n6  \nArticles published in the Proceedings are copyrighted by the authors.  \nrelationships and interactions with peers as well as the teacher. We focus on the first two years of highschool mathe","cbCaiaQkIKAzJ41a","https://ap.wps.com/l/cbCaiaQkIKAzJ41a","pdf",438851,"English","# Introduction\n# Conceptualizing engagement in mathematics\n# Challenges of measuring in-the-moment engagement\n# Experience Sampling Methods (ESM)\n# Rationale for in-the-moment measurement","[{\"question\":\"What does “engagement in the moment” mean in this paper?\",\"answer\":\"It refers to students’ productive work, deep thinking, valuing and enjoying learning, and their support for one another during mathematics learning. These dimensions are tied to psychological constructs such as interest, enjoyment, self-regulation, effort, and emotional valence.\"},{\"question\":\"Why do standard surveys struggle to measure engagement experienced in the moment?\",\"answer\":\"Standard surveys take too much time and engagement is multidimensional, so probing beliefs, emotions, and behaviors during learning with fidelity requires many survey items. The paper argues this limits effectiveness for moment-by-moment assessment.\"},{\"question\":\"What approach does the paper use to assess engagement quickly?\",\"answer\":\"It uses Experience Sampling Methods (ESM), typically a very short survey (about 2–5 minutes) delivered at random or after specific lesson or task events. This captures students’ immediate responses to their experiences.\"}]","Assessing Mathematics Engagement in the Moment | PDF",1792056413,23]