Rutgers University, New Brunswick, NJ, USA
Beauty, Insight, Power, and Connection:
The Conative Dimension of Mathematical Engagement
Mathematical engagement – commitment to and involvement in mathematical activity as it occurs “in the moment” – is a complex, multidimensional, and dynamic construct. This talk explores aspects of its conative dimension. Conation encompasses the needs, desires, drives, goals, and/or meaningful purposes of individuals, and how these are (or are not) resolved.
I invite consideration of the question of how mathematics fulfills or can fulfill fundamental psychological needs in learners. What does this mean for the teaching of mathematics? What transgressions must occur to facilitate strong, productive motivating desires and accompanying active structures of engagement?
To address such questions, I outline a descriptive, empirically-based model for students’ in-the-moment mathematical engagement during challenging classroom activity. If time permits, I will also discuss some findings from an ongoing, qualitative study of the motivating desires experienced by prospective mathematics teachers.
Gerald Goldin is Distinguished Professor of Mathematics, Physics, and Mathematics Education at Rutgers University. His research activity embraces these three fields, in which he has over 200 publications His current educational research focuses on affect and engagement in mathematical learning and problem solving. A recipient of the Humboldt Research Prize for work in quantum physics, he has directed several major STEM education projects including the New Jersey Statewide Systemic Initiative, and the MetroMath Center for Mathematics in America’s Cities. He has been involved for some time in scientific research and education activity in the Republic of Benin. He is also the co-author of two illustrated story-books for young children published in Scotland, The Mouse of Gold and The Fierce and Gentle Wolf.