International Group for the Psychology of Mathematics Education (PME)

Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1

Do Students Think When They Are Engaged? Student Engagement in a Thinking Classroom

Janne Fauskanger, Reidar Mosvold

University of Stavanger

49th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2026Helsinki27 July 2026 - 1 August 2026pp. 435–442ISSN 2790-36482026Scopus conference code 336559
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Abstract

This study examines how student engagement is observed in an inexperienced Building Thinking Classroom (BTC) teacher’s practice. The analysis draws on four dimensions of engagement—behavioral, cognitive, emotional, and social—and indicates that the BTC may encourage each of these in different ways. The BTC structure was found to foster active and social participation, but it did not reliably produce deeper mathematical thinking. Students often stayed in procedural routines and appeared behaviourally engaged, showing that cognitive engagement requires deliberate teacher actions such as clear goals and responses that prompt further exploration.

Keywords

Student engagementBuilding thinking classroomProfessional development

Recommended citation

Fauskanger, J., & Mosvold, R. (2026). Do Students Think When They Are Engaged? Student Engagement in a Thinking Classroom. In Krzywacki H., Hähkiöniemi M., Haataja E., Hannula M.S., Hästö P. (Eds.), Proceedings of the International Group for the Psychology of Mathematics Education, Volume 1 (pp. 435–442). Psychology of Mathematics Education (PME). ISSN 2790-3648.
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